Top Law Schools Promote Ditching the Constitution

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“The first thing we do is, let’s kill all the lawyers.” — William Shakespeare, Henry VI, Part 2, Act IV.

Top Law Schools Promote Ditching the Constitution

Think tanks contend that the radicalization of attorney education threatens American freedom in a never-before-seen way

By: Darlene McCormick Sanchez, Epoch Times, August 25, 2023:

In almost every state, law students who pass their state bar examination, which allows them to practice law, take an oath to support the U.S. Constitution.

But the country’s top law schools teach future lawyers and judges the opposite.

Many now teach that the U.S. Constitution, the supreme law of the nation since its ratification in 1788, is broken and should be

At least that’s what two members of conservative think tanks believe after reviewing courses at the country’s Top 10 law schools, as ranked by U.S. News and World Report in 2022. They examined the teaching at Yale, Stanford, Harvard, and Columbia universities and others.

Law professors at elite schools are open about their disdain for the U.S. Constitution, the researchers found.

“They’re saying they want to get rid of the Constitution—they’re making no secret about it,” said J. Christian Adams, president and general counsel of the Public Interest Legal Foundation. He’s also worked for the U.S. Department of Justice (DOJ).

Hans von Spakovsky, a senior legal fellow at The Heritage Foundation’s Edwin Meese III Center and former DOJ counsel, agreed.

The radicalization of law schools is a threat to freedom not previously encountered in the nation’s history, Mr. von Spakovsky said.

“In fact, some of them are very direct in teaching kids that they need to be revolutionaries, according to these courses that these law school students are taking,” he told The Epoch Times.

Pitching the Ditching of the Constitution

In 2022, Ryan D. Doerfler and Samuel Moyn—who teach law at Harvard and Yale universities, respectively—wrote a New York Times editorial titled “The Constitution Is Broken and Should Not Be Reclaimed.”

In it, they wrote that the struggle over the Constitution has proven to be a dead end for liberals. They called the founding document “undemocratic” and “inadequate.”

“The real need is not to reclaim the Constitution, as many would have it, but instead to reclaim America from constitutionalism,” they wrote in the piece.

The writers reasoned that it would be far better if liberal legislators had the power to make a case for abortion and labor rights on their own merits without having “to bother with the Constitution.”

Read more.

AUTHOR

Pamela Geller

EDITORS NOTE: This Geller Report is republished with permission. All rights reserved.

Democrat Presidential Frontrunner Newsom Proposes a Legislative Crackdown on Parental Rights

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This is who and what the Democrat party wants in the White House. This is what the Democrats mean to do to us.

California’s Newsom Hints at Legislative Crackdown on Parental Rights

Legislative push comes as admin has threatened school districts that want to notify parents if their child is trans or nonbinary

By: Susannah Luthi, Washington Free Beacon, August 15, 2023

“I’ll be meeting with the [assembly speaker and senate leader] this evening, we’ll be discussing it,” Newsom said during a speech about public school funding where he touted California as pro-parents’ rights. “I know that the LGBT [legislative] caucus has some language they’re working on. I haven’t had the privilege of looking at it. It’s a work in progress.”

Newsom failed to give any further details on the forthcoming proposal. His impromptu announcement was in response to a reporter who asked him to weigh in on two Southern California school districts that passed policies to notify parents if their children say they are transgender or nonbinary. Representatives for Newsom and the state’s top Democratic legislators did not respond to requests for comment.

Newsom’s potential legislative push comes after leaders in the administration sent a series of threats to Chino Valley Unified School District and Murrieta Valley Unified School District, the first two districts in the state to pass parental notification policies. Last week, the California Department of Justice launched a civil rights probe into Chino Valley. Attorney General Rob Bonta and state superintendent of public schools Tony Thurmond have both said the districts may be violating California law—without specifying which one.

The districts’ supporters say the pending bill is a sign those threats had no legal basis.

Read more.

AUTHOR

Pamela Geller

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EDITORS NOTE: This Geller Report is republished with permission. ©All rights reserved.

Over 1,000 School Districts Hiding Students’ Gender Identities from Parents

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A new report is sounding the alarm on the growing number of schools embracing transgender ideology and keeping parents in the dark. According to Parents Defending Education, at least 1,040 U.S. school districts have adopted policies instructing or encouraging faculty and staff to keep students’ gender identities a secret from parents. Those districts include over 18,000 schools responsible for nearly 11 million students. The vast majority of those school districts (593) are in California.

Meg Kilgannon, senior fellow for Education Studies at Family Research Council, told The Washington Stand, “I am grateful to Parents Defending Education for their attempt to quantify this problem. It is important to support with evidence what many parents know by instinct or experience: our educational system that is supposed to work with parents will often work around parents instead.” She added, “At this point, parents need to assume they will be deceived by their school if their child makes a gender identity declaration to a teacher or counselor at school.”

Commonly called “Transgender/Gender Nonconforming Policies,” such dictums have been the subject of controversy and even protest across the nation, with parental rights organizations such as Moms for Liberty and Mama Grizzly forming to combat the policies and others like them. Speaking on the role of parental rights organizations, Kilgannon commented, “[I]f we have the ability to do so, we must engage with people and systems that view this parental deception as good for children. Obviously, something is very wrong if some people can believe the answer is government first, parents second or never.”

A recent example of the ongoing controversy may be found in New Jersey, where a state judge last week blocked a trio of school districts from enforcing a policy requiring faculty and staff to inform parents of students’ gender identities at school, effectively forcing the school districts to keep parents in the dark. The judge wrote that the policies, “if implemented, will have a disparate impact on transgender, gender nonconforming, and nonbinary youth.” Those policies would require teachers, coaches, and other staff to inform a student’s parents if that student used a bathroom that didn’t correspond to their biological sex, requested different pronouns be used in addressing them, or asking to play on a sports team that didn’t correspond to their biological sex.

The controversy over “Transgender/Gender Nonconforming Policies” comes as debate continues on why an increasing number of children are identifying as transgender or non-binary. One study from earlier this year, for example, classified the increase as part of “a socially contagious syndrome,” stating that it’s likely that “common cultural beliefs, values, and preoccupations cause some adolescents (especially female adolescents) to attribute their social problems, feelings, and mental health issues to gender dysphoria. That is, youth[s] … falsely believe that they are transgender…”

While some theorize that standard peer pressure, coupled with the social popularity of transgenderism, is largely responsible for the increase in children identifying as transgender, others — like Mama Grizzly founder Stacy Langton — allege it’s largely rooted in the sexual grooming of children by teachers.

Kilgannon commented, “[T]his is where our own action as parents are so important. We must be present to our children, engaged with them, being the most important person in their lives. … [L]ike everything in life, it starts with ourselves and our relationships to the people God has put in our lives, especially the children we are blessed with and responsible for.”

AUTHOR

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. ©2023 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.

PODCAST: Back to School — The State of Education in America

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Do you know what the first 10 amendments to the constitution are called?

If you said the Bill of Rights, congratulations, you are in the 33% of college graduates that know that fact…yes only 33%.

Host Joseph Backholm is joined by The Washington Stand’s Sam McCarthy. Educators and schools have a powerful influence on what the next generation values and believes. Children spend close to 16,000 hours in the classroom so what are they absorbing?

Sam & Joseph discuss the importance of parents instilling critical thinking and morality within their children. They also highlight the need to go back to the basics of education where parents and educators worked together — not separate — to mold and shape the minds of future generations.

Resources

AUTHORS

Joseph Backholm

S.A. McCarthy

RELATED ARTICLE: California Democrats Would Criminalize Causing Disorder at School Board Meetings, Demand You Submit to Their Rule

EDITORS NOTE: This Washington Stand podcast is republished with permission. All rights reserved. ©2023 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.

New College Makeover in Florida: A Case Study in Higher Ed Reform

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New College in Florida has been making news lately, for all the right reasons. The Board of Trustees, with six new members appointed by Florida Governor Ron DeSantis (R), charts a new course for New College.

For context, a little history: New College was founded in 1960 as a private university. It was later absorbed into the University of Florida system, making it publicly funded. It’s a small college with fewer than 650 students in Sarasota. To be fair, New College is a highly rated public university in Florida and in the U.S. overall. It is an “honors college” with a contract model for course work. New College lets students design their own course of study. Course work is not “graded” per se, but professors provide narrative feedback to students through a timeline they determine together. New College had the highest number of Fulbright Scholars in 2020.

But that was then. New College is getting an overhaul. As described by Chris Rufo, among the changes underway at New College: “[President Richard] Corcoran has recruited a new team that is busy rebuilding the institutional capacity of the college, which had atrophied significantly under previous administrations, and is designing a new core curriculum, which will begin with an immersive first-year study of Homer’s ‘Odyssey’ and continue to provide a foundation based in logos (the cultivation of human reason) and techne (the cultivation of the applied arts).”

Student and faculty reaction to these changes is shockingly conservative for such a progressive bunch. It seems the new Board of Trustees’ pursuit of the good, the true, and the beautiful is a regressive and oppressive insult to many current students and faculty members. They are not on board with Florida Education Commissioner Manny Diaz’s goal: “It is our hope that New College of Florida will become Florida’s classical college, more along the lines of a Hillsdale of the South.”

Breathless news coverage of this development ranges from the unhinged to the comical. How dare any governor (no less a Republican governor) deign to make an impact on the taxpayer-funded colleges and universities? Who is the governor to attempt to oversee publicly funded universities, regardless of the overwhelming mandate to lead he is given by the voters?

The new trustees have begun the process of remaking New College into a classical college. The Diversity, Equity, and Inclusion dean and a “queer librarian” were among the first to go. Tenure for five professors approved by an interim president has been denied. The College is recruiting more students and placing more emphasis on athletics as an integral part of the new New College experience.

Bringing in a larger freshman class, one that is eagerly anticipating the new emphasis on classics over social justice warfare, is one of the best ways to ensure the success of the transition. These bright new students will be great ambassadors for the cause and will quickly outnumber the disgruntled — another smart move by a very capable group and New College President Richard Corcoran. Surely this effort to diversify both the curriculum of the college itself and the student body will prove more efficient than the DEI commissariat the Board of Trustees recently removed, as displayed by the 2022 tally of the student body composition.

The cancelation of Gender Studies seems to be the final straw for the old guard. NCF Freedom filed a lawsuit challenging the defunding of ideologically biased course offerings, among other perceived indignities. We look forward to updating you on this as events unfold. Pray for New College, for the leadership team, the faculty, staff, and students. Pray that God will be known there and everywhere.

AUTHOR

Meg Kilgannon

Meg Kilgannon is Senior Fellow for Education Studies at Family Research Council.

RELATED ARTICLE: Half of Gen Z Says Their Life Was ‘Transformed’ by the Bible’s Message

EDITORS NOTE: This Washington Stand column is republished with permission. All rights reserved. ©2023 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.

NEW JERSEY SCHOOL BOARD VIDEO: ‘Equity, Inclusion, and Diversity’ Taking Precedence over Reading, Writing and Arithmetic

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After receiving tips from concerned parents in Livingston, NJ, my team investigated and found that “equity, inclusion, and diversity” was taking precedence over reading, writing, and arithmetic with elected school board members.

Indoctrination starts behind closed doors in almost every instance – whether in school boards nationwide or in corporate America training rooms.

Radicals attempt to push identity politics on just about everyone – and our kids are the most vulnerable.

The best way to handle this is by exposing it, and that’s why my team at OMG is handing out cameras to parents around the nation – empowering them to break their own stories and impact their community with change.

So, when I showed up at a school board meeting in Livingston, NJ, to announce our effort to arm parents with undercover cameras, the board’s chairman, Vineeta Khanna, ironically ordered me to stop recording (violating New Jersey’s recording laws). 

While I asked my cameraman to put his camera down, I made the announcement and then proceeded to show them how they would be recorded by pointing out a hidden camera in the room – they didn’t seem thrilled.

Thankfully, Ms. Khanna and elected school board members around America cannot stop parents equipped with hidden cameras and trained to ethically use them.

Now here’s where things got interesting.

As I left the meeting, I faced local law enforcement who had been called on me!

I can’t make this stuff up.

Their fear of exposure, combined with their ignorance of the law, should alarm us all – as these are the folks tasked with leading entire school districts to educate our children while setting an example of morality and character values.

Do you trust them?

I certainly don’t.

©2023. O’Keefe Media Group. All rights reserved.

RELATED ARTICLE: Law School Org Hosts Conference On How To Keep Racially Discriminating In Admissions

Biden Admin Urges Colleges To Continue To Racially Discriminate Following SCOTUS Ruling On Affirmative Action

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The Biden administration urged colleges and universities on Monday to continue to racially discriminate in an effort to make their student body diverse, following the Supreme Court’s ruling on affirmative action.

The Supreme Court ruled in June that Harvard University and the University of North Carolina’s use of race-based admissions policies were unconstitutional, halting the practice across higher education institutions. The U.S. Department of Education’s (DOE) Office for Civil Rights and the U.S. Department of Justice’s Civil Rights Division released guidance encouraging universities to skirt the decision by weighing “ways a student’s background, including experiences linked to their race, have shaped their lives and the unique contributions they can make to campus.”

“For higher education to be an engine for equal opportunity, upward mobility, and global competitiveness, we need campus communities that reflect the beautiful diversity of our country,” U.S. Secretary of Education Miguel Cardona said in a statement. “The resources issued by the Biden-Harris Administration today will provide college leaders with much-needed clarity on how they can lawfully promote and support diversity, and expand access to educational opportunity for all following the Supreme Court’s disappointing ruling on affirmative action.”

The guidance notes that through the admissions process, schools can consider how applicants’ backgrounds, such as their experiences with racial discrimination or the racial composition of their neighborhoods, can “position them to contribute to campus in unique ways.”

“For example, a university could consider an applicant’s explanation about what it means to him to be the first Black violinist in his city’s youth orchestra or an applicant’s account of overcoming prejudice when she transferred to a rural high school where she was the only student of South Asian descent,” the guidance states.

Institutions are encouraged to partner with K-12 schools to create pathway programs, and may give preferential treatment to students in the program during the admissions process if they were admitted to the program based on non-racial criteria, the guidance states.

Colleges and universities are able to target programs and areas in an effort to recruit students to contribute to a diverse student body, the guidance states. The guidance explains that schools can reach out directly to schools that predominately serve students of color and those by limited financial means in an effort to recruit applicants.

“By ensuring that the group of applicants they ultimately consider for admission includes a robust pool of talented students from underrepresented groups, institutions better position themselves to attain the student body diversity and related educational benefits they seek,” the guidance states.

The guidance also encourages universities to create race-affiliated groups, such as clubs or activities, to encourage students to “celebrate their shared identities, interests, and experiences.” If clubs, seminars or activities have a race-related theme, it must be open to all regardless of race, the guidance states.

“We stand ready to support institutions that recognize that such diversity is core to their commitment to excellence, and that pursue lawful steps to promote diversity and full inclusion,” the guidance states.

AUTHOR

REAGAN REESE

Contributor.

RELATED ARTICLE: Biden Official Casts Doubt On Ending Legacy Admissions After SCOTUS Ruling

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

All content created by the Daily Caller News Foundation, an independent and nonpartisan newswire service, is available without charge to any legitimate news publisher that can provide a large audience. All republished articles must include our logo, our reporter’s byline and their DCNF affiliation. For any questions about our guidelines or partnering with us, please contact licensing@dailycallernewsfoundation.org.

1 in 4 High School Students Identify as Homosexual

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Almost Half Students at Ivy League University Identify as LGBTQ+ — Doubling the Share.

The poison fruit of radical LGBT education in schools.

At one Ivy, The number of heterosexual students went down 25.2% and homosexual students went up 26% from Fall 2010 to Spring 2023.

1 in 4 high school students identifies as LGBTQ

By Lexi Lonas, The Hill, April 27, 2023:

About 1 in 4 high school students identifies as LGBTQ, according to a report the Centers for Disease Control and Prevention (CDC) released on Thursday, using data from 2021.

In 2021, 75.5 percent of high school students identified as heterosexual, the CDC’s Youth Risk Behavior Surveillance System (YRBSS) found.

Among high school students, 12.2 percent identified as bisexual, 5.2 percent as questioning, 3.9 percent as other, 3.2 percent as gay or lesbian and 1.8 percent said they didn’t understand the question.

The CDC says the number of LGBTQ students went from 11 percent in 2015 to 26 percent in 2021.

The health organization said a potential reason for the increase in LGBTQ students could be from their wording around students who are questioning their sexuality.
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“Increases in the percentage of LGBQ+ students in YRBSS 2021 might be a result of changes in question wording to include students identifying as questioning, ‘I am not sure about my sexual identity (questioning),’ or other, ‘I describe my sexual identity in some other way,’” the report reads.

Among the high school students, 57 percent have had no sexual contact in their lives, 34.6 percent had sexual contact with someone of the opposite sex, 6 percent had sexual contact with both sexes and only 2.4 percent had sexual contact with only the same sex.

The CDC surveyed 17,508 students in 152 schools across the country……

And this…..

Nearly 40% of students at Brown University identify as LGBTQ+ — doubling the share from 2010

By Alex Oliveira, NY Post, July 10, 2023:

The number of Brown University students identifying as LGBTQ+ has doubled since 2010, according to a new poll from the university’s student paper.

About 38% of students at the Ivy League school identified as either homosexual, bisexual, queer, asexual, pansexual, questioning, or other — more than five times the national rate for adults not identifying as straight.

A similar poll conducted at the school just over 10 years ago found that 14% of the student body identified as being part of the LGBTQ+ community.

The poll was conducted by the Brown Daily Herald, an independent student newspaper at the Rhode Island school, and released in June as a part of a Pride Month special issue.

It is unclear how many students were polled in the survey.

As of fall 2022, Brown had an undergraduate enrollment of 7,222 students and another 3,515 in its graduate and medical programs.

Keep reading.

AUTHOR

Pamela Geller

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EDITORS NOTE: This Geller Report is republished with permission. ©All rights reserved.

American Students Are Now Absent At Record Rates After Missing Months Of Classroom Instruction During The Pandemic

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American students have been missing class at record rates following the COVID-19 pandemic, which kept them from in-person learning for months, according to a Friday report from Stanford University education professor Thomas Dee in partnership with The Associated Press.

More than 25% of students missed at least 10% of classes during the 2021-2022 school year, totaling an estimated 6.5 million students who have become chronically absent, according to Dee’s report. Prior to the pandemic, just 15% of students were missing the same amount of school.

“The long-term consequences of disengaging from school are devastating. And the pandemic has absolutely made things worse and for more students,” Hedy Chang, executive director of Attendance Works, a nonprofit that focuses on addressing chronic absenteeism, told the AP.

Students in Alaska, New Mexico and Washington D.C. were the most chronically absent; in Alaska, nearly 50% of students were not showing up to class and in New Mexico, about 40% of students were chronically absent, the report shows. At least 48% of students were chronically absent in Washington D.C. during the 2021-2022 school year.

The rate of chronically absent kids has doubled in at least seven states from the 2018-2019 to the 2021-2022 school year, according to the report.

Every state with available data saw an increase in chronic absenteeism during the 2021-2022 school year, the report found. The increase in chronically absent students had no correlation to the rate of COVID-19 cases.

Though most states have not released their chronic absenteeism numbers from the 2022-2023 school year, some states are reporting that the problem has not been alleviated, according to the AP. In Connecticut and Massachusetts, chronic absenteeism numbers remained double than what they were prior to the pandemic.

As states struggle to address chronic absenteeism numbers, the nation’s students are suffering massive learning loss; civics test scores saw their first-ever drop in the subject area and just 13% of eighth graders’ tested proficiently in U.S. history in 2022. Following the COVID-19 pandemic in 2022, the country also saw math scores decline for the first time.

AUTHOR

REAGAN REESE

Contributor.

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

All content created by the Daily Caller News Foundation, an independent and nonpartisan newswire service, is available without charge to any legitimate news publisher that can provide a large audience. All republished articles must include our logo, our reporter’s byline and their DCNF affiliation. For any questions about our guidelines or partnering with us, please contact licensing@dailycallernewsfoundation.org.

Los Angeles Schools Create Sex Clubs In Elementary School to Indoctrinate Children Into LGBTQ

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SICK AND EVIL!

‘LGBTQ+ Liberation’: Los Angeles Schools Create Guide For Elementary ‘Rainbow Clubs’

By  Spencer Lindquist •   • DailyWire.com

The Los Angeles Unified School District (LAUSD) created a guide to organizing “Rainbow Clubs” for elementary school students, which included lessons on “LGBTQ+ liberation,” activism, and “protest art.”

The district explains in a document that the groups are “for LGBTQ+ elementary students and their friends.”  It links to a 20-page “Rainbow Club Activity Guide” produced by LAUSD’s Human Relations, Diversity, and Equity department, which provides a detailed list of discussion topics and lessons.

The activity guide contains “art, books, games, and other activities related to LGBTQ+ identity for elementary students.”

“Rainbow Clubs are inclusive spaces for elementary students to explore LGBTQ+ related topics,” the guide explains. “This is a space for celebrating many types of identities, including Lesbian, Gay, Bisexual, Transgender, Nonbinary, Queer, Questioning, Intersex, Ace and Two Spirit identities!”

A section titled “LGBTQ+ Liberation” discusses political activism, saying, “Activists are people who work to change things they don’t think are fair about the world. They speak up when they see something that isn’t right and work with other people to come up with solutions.”

Read more.

AUTHOR

Pamela Geller

RELATED ARTICLE: FBI Director Wray Lied: Multiple FBI Offices Targeted Catholics

EDITORS NOTE: This Geller Report is republished with permission. ©All rights reserved.

Parents need to wake up to the danger of trans ideology, says child psychiatrist

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This is an excerpt from the introduction to Lost in Trans Nation: A Child Psychiatrist’s Guide Out of the Madness, the latest book by American psychiatrist Miriam Grossman.

When I graduated from medical school, I took an oath. I stood up, raised my right hand, and vowed to prevent disease whenever I could. At the time, I expected to go to war against cancer and schizophrenia. But after forty years, I’ve realized my most challenging fight is not against dangerous diseases, but dangerous ideas.

The beliefs that man and woman are human inventions, that the sex of a healthy newborn is arbitrarily and often incorrectly “assigned,” and that as a result the child requires “affirmation” through risky medical interventions—these ideas are divorced from reality and therefore hazardous, especially to children. They are, in fact, a mockery of twenty-first-century science and cause immeasurable harm to young people and their families. I know, because I’m a psychiatrist and they’re my patients.

I don’t have the words to describe the sorrow of parents I know whose young daughter was removed by a government agency, placed in foster care, and started on testosterone. Their crime? Insisting she’s a girl. Or the anguish of a young man I see, who sought castration to become his “authentic self” and now, after the fact, regrets it. Or the rage of a twenty-something woman going through menopause due to “gender-affirming” removal of her reproductive organs.

Are these atrocities really happening in our country? They sure are, and you must protect your loved ones from joining the multitude of victims.

I discovered how children were being indoctrinated with gender ideology while writing my 2009 book You’re Teaching My Child WHAT? I wanted parents to know that the powerful sex ed industry has agendas that undermine the health and safety of children. Widely used curricula and teen-friendly websites promoted sexual freedom, not sexual health, placing students’ well-being at risk.

In the final chapter, I cautioned parents about “Genderland,” comparing it to the upside-down world of Alice in Wonderland:

Parents, fasten your seatbelts. If what you’ve learned so far about sex education horrifies you, and you believe it can’t get any worse, I caution you: it can and it does…. Welcome to Genderland, where the madness of sex education reaches a peak, and everything you know is turned on its head.

The disaster is here. We are in a freefall down a black hole, with no landing in sight. Girls who claim to be boys and boys girls are almost as common, it seems, as teenagers with acne. But it should come as no surprise: after years of bombardment with the notion that the “gender binary” is false and oppressive, and encouragement to explore whether they’re male, female, both, or neither, lo and behold, the number of teens with recent-onset discomfort with their sex is up 4,000 percent.

In 2004, there were two clinics in the entire world for these exceedingly rare cases. Now there are at least one hundred clinics in the US alone, and preteen girls learn from American Girl’s guide Body Image, “If you haven’t gone through puberty yet, the doctor might offer medicine to delay your body’s changes, giving you more time to think about your gender identity.”

And how does a girl do that? She might flatten her developing breasts with a tight elastic binder she can easily find—at Walmart, Target, or at school.’ She goes through the day in pain, feeling lightheaded and short of breath. She may “pack” her underwear to create a bulge emulating the look of a penis. A boy might shave his arms, legs, and chest to erase signs of masculinity. To achieve a flat, feminine crotch he’ll push his testicles into his inguinal canals, then tape his penis and scrotum together behind his legs.” This maneuver can cause severe pain, infection, and testicular torsion-an acute condition requiring emergency surgery.

I know, it’s hard to believe, but that’s what’s going on. The gender utopians have colonized not only super-liberal Berkeley, but Knoxville and Plano. I know the devastation that results and consider it a duty to warn and educate parents, grandparents, aunts, and uncles—anyone with a child in their lives-about the mess we are in.

I want the following truths—recognized by everyone on the planet aside from gender studies professors and grad students until about two weeks ago–to be acknowledged in the first pages of this book: Sex is not assigned at birth; it’s established at conception. Brains always match the bodies to which they are attached; we are not Legos or Mr. Potato Heads that might be improperly assembled. Sex is binary. Sex is permanent. Males cannot become females and females cannot become males.

Doctors, therapists, and others who lead young people to believe otherwise are guilty of malfeasance. They must be stopped and held responsible for the damage inflicted on children and families.

Having said that, I will also state outright that there are individuals for whom living a life consistent with their biology is a life of torture. We do not understand the condition from which they suffer, but it is real and unrelenting. I firmly believe their chronic disembodiment is a disorder of the mind and that they deserve our compassion and respect. Hormones and surgery? Maybe, but we cannot predict with accuracy in whom the benefit will outweigh the harm.

My book is not about those extraordinarily rare people, who have been written about for almost 100 years. It is about the kids whose new identities are the result of a hysteria fueled by the Internet, social media, Hollywood, and the gender medical and government establishment that mushroomed out of the ideology I discovered in sex education fifteen years ago.

For me this is a black-and-white issue. Most things in life are nuanced, but this is not one of them. This is—and here’s a word you don’t expect from a doctor–evil. It’s evil to indoctrinate children and young adults with falsehoods and to drive a wedge between them and their loving parents. It’s evil to encourage them on a path that leads to harm. And it’s evil to describe it all as a journey to authenticity, and to entice children with glitter and rainbows.

We are a nation lost in trans madness; the price we are paying is staggering. This is a guide out of the madness. If you’re a parent, you needed it yesterday, because the crusaders are at your door, they’ve already conquered Disney and Target, your kids’ school, camp, and pediatrician.

I wrote this book to arm you for battle against the blitz of transgenderism, because no family is immune. Yes, “battle” and “blitz”: I use military terms intentionally. The trans issue is not a debate with reasonable and moral people on both sides, it’s a war. It’s a destructive, cult-like crusade that targets your children 24/7; there’s hardly a place that’s free from indoctrination, slogans, flags, and emojis. You must gird yourselves with knowledge, confidence, and support and oppose the onslaught as much as possible.

A mother consulted with me about her twelve-year-old daughter. She told me when she goes to websites to learn more about her daughter’s struggles, she feels physically ill. “I can’t go on,” she told me, “I have to stop. Reading about what they do to kids, sterilizing them, I feel sick.”

“That’s a fitting response,” I told her. “You should feel sick. I do, too.”

Decent people have a visceral reaction when they learn children are being harmed. You will be troubled by what you read in the pages ahead; you will probably need to take a break. Well, join the club. Take care of yourself, then come back and do what you must to protect your child, all children, from a perilous social movement that erases “male” and “female” and aims to revolutionize what it means to be human.

This is an edited extract from the recently published book Lost in Trans Nation: A Child Psychiatrist’s Guide Out of the Madness by Miriam Grossman MD, with a foreword by Jordan B. Peterson, Skyhorse Publishing Inc. Dr Grossman’s website is here. Her Twitter handle is @Miriam_Grossman

This is an excerpt from the introduction to Lost in Trans Nation: A Child Psychiatrist’s Guide Out of the Madness, the latest book by American psychiatrist Miriam Grossman.

AUTHOR

MIRIAM GROSSMAN

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EDITORS NOTE: This MercatorNet column is republished with permission. ©All right reserved.

Education Game-Changer Follow-up

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How You Can Do the Same Thing in Your State

I received a LOT of positive feedback (and essentially nothing negative) from my recent post: Education Game-Changer. Thank you for your support!

It was also gratifying that several people asked me to outline how this came about so they could do something similar in their state. In response, I put together the sanitized version below. (If you want more details, email me.)

BTW, from here on I’m assuming that readers know WHY it’s important to fix the Scientific Method and Critical Thinking deficiencies in our K-12 schools. This commentary is about HOW I was able to make good progress in fixing these. If you want a refresher on the WHY part, please read my Education Report.

Here are some suggestions to improve your chances of winning the exceptionally important fight to resurrect the Scientific Method (and fixing the Critical Thinking omission is similar) in our K-12 schools:

1 – Dropping the Scientific Method (and not teaching Critical Thinking) are not isolated, unrelated matters. These actions are part of a broader plan to purposefully undermine American education. Carefully read my Education Report for details.

It is extremely important to appreciate the connections to both of these with the Framework and NGSS. The more you understand that, the better the success you’ll have in winning both of these challenges.

2 – Expect that the opposition will put forward some predictable “justifications” for scrapping the Scientific Method. It is imperative to master the answers to these, in advance. See my earlier Substack commentary where five (5) likely objections are made and each one is politely and effectively answered.

3 – Know where the power lies. In almost every state, there is a State Board of Education (SBOE) that oversees the state’s K-12 Education Department. There are usually 15± members on this Board.

Getting even just a few of these fired up on this issue can be extremely helpful. Two to four educated and committed Board members will usually be enough to sway the entire Board!

The SBOE is key as it determines the subject standards, approves textbooks, and oversees statewide exams — for all K-12 courses and for ALL K-12 students (public, private, and home-schooled).

4 – An additional level of power in most states is the State Legislature. They often have the authority to mandate that the state Education Department teach (or not teach) certain things.

Check out the education-related statutes in your state to see what they have already legislated — and consider submitting a bill to mandate something about the Scientific Method (and Critical Thinking).

5 – The more allies that you can develop, the better. Parents, some teachers, scientists, engineers, conservative organizations, farmers, business owners, etc. are the most likely candidates.

Your goal is to get these people to write statewide op-eds, letters to the editor, contact State Board of Election members, Legislators, etc. More publicity is good!

6 – I’d be glad to assist. E.g., I’ve put together a 30-minute slide presentation that helps explain what needs to be done and why. If you can get your state education department leaders interested, I can give this as an online presentation to them.

7 – Take advantage of the reality that you have a winning hand here! Most citizens remember being taught the Scientific Method and they are in favor of it. However, they are unaware that it is now scrapped. Inform them of this!

Likewise, the public is supportive of Critical Thinking. They need to be told that not only it is not happening, but children are being taught the opposite — robotic conformity.

The bottom line is that there are few things more important to our survival than what our children are being taught EVERY day. Since (so far) almost no US conservative organizations have prioritized fixing the curriculum, it is left to citizens to get informed and then speak up to insist that this be fixed.

Margaret Meade has two relevant quotes: “Children must be taught how to think, not what to think” and “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.”

The Left wants you to give up and to believe that there is nothing you can do. Are you going to capitulate to that bullying nonsense?

©2023. John Droz, Jr. All rights reserved.

Report: 143 K-12 Schools in the U.S. Have Chinese Communist Party Ties

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A new report has revealed that at least 143 K-12 schools in the U.S. currently have or have had past ties to a Chinese Communist Party (CCP) program known as “Confucius Classrooms.” Experts say the CCP effort to infiltrate schools with communist propaganda is part of a concerted effort to “subvert” the U.S. from the inside in order to weaken it, possibly paving the way for a future direct military confrontation.

While Confucius Institutes (CIs) have long been associated with colleges and universities in the U.S., Confucius Classrooms are aimed at K-12 schools and are touted as “centers that teach Chinese language and culture.” But as Parents Defending Education has uncovered in its new report, not only do Confucius Classroom programs create a partnership between a school and a Chinese government entity, they are also affiliated with “three of the nation’s top science and technology high schools” as well as “school districts near 20 U.S. military bases.”

From 2009 to 2023, Parents Defending Education found a total of almost $18 million in Chinese government funding of U.S. K-12 schools through the program. For example, Thomas Jefferson High School for Science and Technology in Alexandria, Va. “received more than $1 million in financial aid from Chinese government-affiliated entities over the course of a decade.”

As Nicki Neily, president of Parents Defending Education, explained during Tuesday’s edition of “Washington Watch,” the Trump administration was able to rein in Confucius Institute funding in higher education through the Higher Education Act, which requires colleges and universities to be transparent about foreign funding — but there are no such requirements for K-12 schools in place. “[F]righteningly, I think this is only the tip of the iceberg,” she warned. “And so there’s a lot more out there. And we intend to continue following this up.”

Neily went on to emphasize that her concern is not about students learning about Chinese language and culture, but about the motivations and stated goals of the CCP in forming partnerships with U.S. schools.

“We’re just saying parents should know who is funding and who is teaching our students, particularly if they come from a hostile nation, so that parents can make an informed decision whether they want their children to participate in these programs or not,” she said. “Some of the contracts that we saw gave the Chinese government … oversight and control over curriculum [and] over teachers that came over. Certainly no teacher is going to be able to come over from the People’s Republic of China without checking all of the ideological boxes by the Communist Party. And so to us, those are concerning things, and we want parents to know so that they can decide whether this is a fit for their family or not.”

As the report points out, the CCP has been open about the goal of its Confucius program. “Former Chinese Communist Party Senior Chairman Li Changchun in 2009 said that Confucius Institutes were ‘an important part of China’s overseas propaganda set-up.’”

Neily noted that her organization has reached out to all state governors as well as several Senate and House committees requesting that investigations be undertaken into the Confucius programs.

Gordon Chang, distinguished senior fellow at the Gatestone Institute and author of “The Great U.S.-China Tech War,” further explained who is behind China’s Confucius education programs on “Washington Watch.” “These are nominally run by China’s Ministry of Education, but really are run by the Communist Party’s United Front Work Department, which means that they are meant to subvert the United States.”

After noting additional seemingly hostile recent actions by Chinese nationals in the U.S., including an enormous uptick in young Chinese males of military age attempting to enter the country through the southern border and the recent discovery of an illegal Chinese-owned laboratory in Fresno, Calif. filled with infectious diseases including hundreds of mice infected with COVID-19, Chang was blunt in his assessment of what actions the U.S. government should take in response.

“Remove every Confucius Institute, every Confucius Classroom, close the remaining four consulates, strip the embassy staff in Washington just down to the ambassador, close the Chinese state banks and enterprises. Get the Chinese regime out of America because they’re winning, and we’re losing our country.”

AUTHOR

Dan Hart

Dan Hart is senior editor at The Washington Stand.

RELATED ARTICLE: China Sinking $17 Million into US Public Schools, Parental Group Report

EDITORS NOTE: This Washington Stand column is republished with permission. All rights reserved. ©2023 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.

NEA Head and MSNBC Pounce on Florida Curriculum that Teaches Some Slaves ‘Developed Skills’

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Friday on MSNBC’s The Last Word, guest host Ali Velshi and National Education Association (NEA) President Becky Pringle lied about Florida Gov. Ron DeSantis (R) for a provision in the state’s social studies standards about “how slaves developed skills which, in some instances, could be applied for their personal benefit.” Pringle stated that teaching the notion that slaves “acquired skills” is “outrageous.”

Velshi stated, “I’m shocked that on Friday night, days after this, we’re — we continue to have this conversation. I’m amazed and grateful that Sen. Tim Scott (R-SC) — who sometimes finds it difficult to take a strong position on things — has come out and said the obvious that this was a ridiculous thing for Ron DeSantis to say. But that’s not the important part. The important part is, this is going to go into school curriculums [sic]. Children will grow up believing this nonsense.”

Pringle then said, “It is outrageous, outrageous that the Florida Governor continues to try to limit the right of our students to learn the complete, honest, true history of this country. He continues to threaten teachers and other educators who are trying to make sure that their students learn that complete, honest history. It is outrageous. And when you think about, talking about enslaved people, those people who were beaten and raped and killed and mutilated, separated from their families, and you’re going to say, in the same breath, that they acquired skills or it was a good thing? That’s what we’re teaching our students in Florida? I don’t think so, Ali. And I can tell you that the teachers and educators in Florida are standing up and doing everything to fight against and turn around these standards.”

She added, “You fight back by arming yourself with information. … You fight back by standing up every single time our students’ right to learn and our teachers’ right to teach is threatened. And we will not stop, we will not stop. I am so proud of the teachers there in the Florida Education Association, their President, Andrew Spar, who have been speaking out against, not only these standards, but you know Ali, this goes way back to when Ron DeSantis got involved in the AP African American studies. And this is not someone who is a historian. He is not an educator. He hasn’t spent a day in our classrooms. And he is trying to make teaching and learning decisions for our students. It’s not okay, and we will not stand for it.”

This exercise in race-mongering propaganda is typical of the Left’s attacks on DeSantis, a political threat whom they are desperate to paint as racist. In fact, the single sentence in the Florida curriculum that Pringle and Velshi slammed merely notes that “Instruction includes how slaves developed skills which, in some instances, could be applied for their personal benefit.”

This is simply historical fact, not a whitewashing of the ugliness of slavery or an attempt to paint the institution as a “jobs program,” as some on the Left are claiming. No one is trying to assert that slavery was a social positive. But it is simply historical fact that some blacks did acquire skills that later better helped them navigate post-slavery life than those who didn’t.

What this controversy is about is this: the Left will fight tooth-and-nail to make sure slavery is taught only in the context of smearing America as uniquely racist and oppressive in the history of slavery, which was a universal practice until white Christians in America and England uniquely ended it. And it provides them with the opportunity to weaponize faux outrage against their political opponents like DeSantis, who terrifies the Left more than Trump does.

Rebecca “Becky” Pringle

14 Known Connections

Supporter of Black Lives Matter

As a committed supporter of the Black Lives Matter (BLM) movement, Pringle in early 2020 promoted the NEA’s national Black Lives Matter at School Week of Action, whose highly racialized perspectives were incorporated into innumerable classroom lessons across the United States during the week of February 3-7. “We as educators need to deepen the dialogue and support our students to dismantle institutional racism,” she said. “When we fight for education justice, all students win.”

To learn more about Becky Pringle, click here.

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EDITORS NOTE: This Discover the Networks column is republished with permission. ©All rights reserved.

Former ‘Teacher Of The Year’ Facing 150-Year Sentence For Allegedly Grooming Student

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A second victim has been identified in additional sexual misconduct charges against former 2022 San Diego “Teacher of the Year,” Jacqueline Ma, according to a recently amended complaint.

Police initially arrested and charged the 34-year-old teacher from Lincoln Acres Elementary School in March after engaging in sexual misconduct with a 12-year-old student, according to the Times of San Diego. Now, Ma is accused of performing and attempting a lewd act upon yet another minor under the age of 14, identified as John Doe 2, in early 2020, the outlet noted.

At the moment, it is unclear whether John Doe 2 was a former student of Ma’s or not, but it is confirmed that one of the charged offenses allegedly occurred in a classroom, per the Times.

Ma was initially accused of grooming a student, identified as John Doe 1, through sexual acts and the exchange of illicit photographs, the outlet reported. Prosecutors described Ma’s behavior toward the teen as “obsessive, possessive, controlling and dangerous,” per the Times.

Leading to her arrest, a concerned parent suspected that her son was “possibly having an inappropriate relationship with a former teacher,” the National City Police Department stated.

When she was apprehended in March, authorities also discovered a photograph of the victim in her wallet, along with jewelry bearing his initials and love letters addressed to him in her classroom, Deputy District Attorney Drew Hart reported.

Ma is now held in custody without bail on a total of 19 felony counts. If found guilty, the former teacher could face over 150 years to life in state prison, the Times reported.

AUTHOR

WILLIAM THOMPSON

Contributor.

RELATED ARTICLE: Florida Teacher Arrested For Alleged ‘Sexual Contact’ With 12-Year-Old Student

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