A freshman boy in Ft. Worth, Texas, Dakota Ary, was recently given an in-school suspension and two days out-of-school suspension because he told a classmate that because he’s a Christian, he believes homosexuality is wrong.

The German teacher in whose class this took place accused Dakota of “possible bullying” and wrote that the student’s comments should not be expressed in public school, even though the class discussion was on religion in Germany and another student had asked a question about homosexuality. How can the expression of a moral position about behavior, even a negative moral position, constitute bullying or even “possible bullying”?

Last week this same teacher put up a poster that depicted two men kissing, telling students that they should accept homosexuality. Put another way, this teacher has told orthodox Christian students that their moral positions on homosexuality are wrong. In doing so, has this teacher engaged in “possible bullying”?

According to student complaints, this teacher frequently discusses homosexuality. Apparently to this presumptuous teacher only conservative comments should be banned, and only liberal views are protected by the First Amendment.

Liberty Counsel, who is representing Dakota, has been successful in persuading the school to rescind the two-day suspension, and they’re working to ensure his formal record is clear.

But Christians should not be expecting organizations like Liberty Counsel, Alliance Defense Fund, and the Thomas More Society to do all the heavy cultural lifting. We need to actively and courageously work to restore sound pedagogy in the public schools that our taxes help subsidize. There are several things that parents and all other taxpayers can do:

1. Push for school policy that prohibits presumptuous educators like the German teacher in Texas from expressing their personal moral or political views through their comments, their curricula, or visual symbols in the classroom.

2. Push for a law (or at minimum a school policy) like the one that’s being promoted in Massachusetts (Click Here), which requires all schools that “present, implement or maintain a program that involves human sexual education, human sexuality issues or alternative sexual behavior ” to “adopt and implement a written policy ensuring parental/guardian notification of such school programs and a description of their content …. All such school programs shall be offered only in clearly identified non-mandatory elective courses or activities in which parents or guardians may choose to enroll their children through written notification to the school, in a manner reasonably similar to other elective courses or activities offered by the school district.”

The term “alternative sexual behavior” means “homosexuality, bisexuality, lesbianism, transsexuality , transgenderism , cross-dressing, pansexuality , promiscuity, sodomy, pederasty, prostitution, oral sex, anal sex, masturbation, polygamy, polyandry, sex re-assignment treatments, “bondage and discipline”, sado -masochism, bestiality, and similar behaviors. It also includes issues and relationships deriving from those behaviors, including but not limited to ‘sexual orientation,’ and alternative family, parenting, and marriage constructs.

This law (or a similar school policy) would prevent students from being exposed to any resource or activity that mentions any of these sexuality issues unless their parents are notified and give explicit permission for their child to enroll in the class or be present during the activity.

3. In addition, this law states that “No public school teacher or administrator shall be required to participate in any such school programs that violate his religious beliefs.”

4. Push for school policy that ensures intellectual diversity or parity. Taxpayers should ask school boards to create policy that requires teachers to spend equal time on and present equivalent resources from all perspectives on controversial issues. So, for example if a teacher assigns The Laramie Project or an article from a magazine that affirms “transgenderism,” he should be required to assign essays, commentaries, or journal articles written by conservative scholars on the issue of homosexuality.

I recently wrote about the persecution that Christian author and apologist, Frank Turek, has experienced because of his beliefs about homosexuality. Please watch the entirety of this short video in which he identifies the group that bears significant blame for the loss of our religious liberty: Christians.

There’s troubling news coming out of Florida that provides evidence that the cultural movement to normalize homosexuality poses a serious threat to First Amendment speech and religious rights.

Mount Dora High School social studies teacher and winner of the 2010 “Teacher of the Year” award, Jerry Buell, wrote this on his private Facebook page during non-work time:

I’m watching the news, eating dinner, when the story about New York okaying same sex unions came on and I almost threw up.

If they want to call it a union, go ahead. But don’t insult a man and woman’s marriage by throwing it in the same cesspool as same-sex whatever! God will not be mocked. When did this sin become acceptable???

The administrative response to this veteran teacher’s condemnation of government-endorsement of abominable (God’s word, not Buell’s) relationships is to suspend him from the classroom and begin an investigation.

Society has become so desensitized to the offense of cesspoolish acts that calling them cesspoolish constitutes an offense. Our cultural moral compass has become so broken that citizens do not recognize that homosexual acts are, indeed, cesspoolish. In a very literal sense, the primary sexual act engaged in by homosexual men is cesspoolish in that a cesspool is a waste receptacle, but the term “cesspool” also refers to corrupt, depraved acts. Although Buell’s word choice was indelicate and politically incorrect, it strikes me as accurate. (For recent CDC information on HIV infections among Men Who Have Sex with Men (MSM), click HERE, and for shigellosis information click HERE.)

Christians have become deluded into believing that saying that homosexual acts are cesspoolish is an unchristian act, and they have been bullied into self-censorship by exactly the kind of repercussions Buell is experiencing.

Americans, including leaders in government, education, and even the church, increasingly accept the dangerous notion that the First Amendment should be subordinate to the “feelings” of homosexuals. What next? Will speech rights and religious liberty be subordinated to the feelings of “minority-attracted” persons (aka pedophiles) and polyamorists? How long will it be before yet another group committed to normalizing their particular sinful proclivity starts talking about how marginalized, stigmatized, and “unsafe” they “feel”?

Some questions for Mount Dora High School administrators:

• If teachers are not permitted to express their moral and political beliefs during their free time on their private Facebook pages, should they be permitted to express their beliefs on blogs?
• Should they be permitted to express them in letters to their local press?
• Should they be permitted to express them in conversations in public restaurants where they may be overheard by others?
• Should they be able to express them in radio or print interviews?
• Was it the word “cesspool” that generated the investigation and suspension of Buell, or was it his disapproval of the legalization of same-sex “marriage” and homosexuality?
• If it was the word choice that got the administrators’ panties in a bundle, will these language-dictators provide a list of acceptable denunciatory words? Remember, it’s our educators who are promoters of diversity and the free exchange of ideas and defenders of even obscene language when it’s found in the books they teach our children.
• If it were not merely the word “cesspool” but rather any expression of disapproval of homosexuality, is it just homosexuality that teachers may not condemn in their free time or are there other topics of which they may only safely express approval? If so, what are those topics and who decides?
• The First Amendment was intended to protect the expression of even unpopular ideas. How does Big Brother — I mean the Mount Dora High School administration — reconcile its draconian response to Buell with the First Amendment?

The Mount Dora administration might defend their actions by citing the need to keep students “safe.” What school administrations rarely do, however, is define “safety.” The entire homosexuality-affirming juggernaut depends on the tricksy manipulation of rhetoric. “Safety,” which formerly meant the absence of physical threat, has now come to mean the absence of emotional or intellectual discomfort. Of course, liberal activists in public schools won’t admit this (and conservative teachers are too fearful to expose it).

Intellectual and ethical consistency — never the forte of liberals — is not found in public schools even on the topic of “safety.” Liberal activists have no problem making conservative students feel uncomfortable (i.e., “unsafe”) if it’s in the service of eradicating conservative moral beliefs. In so doing, increasing numbers of homosexual students and their “allies” (another rhetorical buzz saw in the homosexuality-normalizing tool box) are becoming presumptuous ideological dictators. They treat all encounters with dissenting moral propositions with high dudgeon and an expectation of administrative censorship.

The exaltation of subjective feelings through the self-actualization and self-esteem movements and the demonization of shame have collided with the tyrannical homosexual “rights” revolution, resulting in the cultural collapse that’s happening right in front of our eyes. (And what do conservatives do? Cover their eyes, plug their ears, and shut their mouths.)

My advice: exercise your right to express unpopular ideas while you can.

Post script:

1. A fellow conservative with whom I discussed this article prior to posting expressed concern over any mention of sexual acts, arguing that we should not “dwell” on them.

I completely agree: dwelling on sexual acts is neither necessary nor constructive. I wish we had a society that valued modesty and privacy, but we don’t and the other side is making public statements about sexual acts and promoting images and ideas about sexual acts that are shaping the beliefs of Americans.

The current cultural problem is not that conservatives dwell on sexual acts, but that we ignore them. In my approximately 800-words above, I have about 80 words that address sexual acts. That hardly constitutes “dwelling.”

We are derelict in this cultural battle if we cede through silence the battle about the true nature of homosexuality, including the sexual acts in which homosexuals commonly engage. Our silence — which the other side covets — leaves homosexuals free to create and promulgate an unchallenged message. Even our high school comprehensive sex ed classes, purportedly concerned with adolescent health, rarely provide to students information on the astonishing array and rate of sexually transmitted infections associated with what the CDC calls Men Who Have Sex with Men (MSM).

2. Over the weekend, I was sent a Christian Post article in which Neuqua Valley High School math teacher, Hemant Mehta, weighed in on the suspension of Jerry Buell. IFI readers may remember Mehta, or as he refers to himself and his blog, the “friendly atheist,” about whom I’ve written several times.

Initially, Mehta, who, according to the Christian Post views Mr. Buell as a “bigot,” wanted to “join in the backlash,” but some soul-searching restored Mehta’s reverence for the First Amendment. In his statement, Mehta implied that a situation involving IFI’s response to his blog was analogous to the Buell situation.

Several clarifications are in order. As I wrote in 2009, I did, indeed, contact Mehta’s administration and school board regarding something he had written on his blog, but I did not contact them because of his moral views or in order to have him suspended. In fact, I specifically said, “Of course, teachers have a First Amendment right to blog or speak publicly about anything they want.”

I contacted his administration and school board because Mehta had suggested on his public and widely read blog that it would be a good thing if homosexuals came and kissed in front of my home. His entire blog is an expression of his controversial social, political, moral, and philosophical beliefs, and I had never previously contacted his administration or school board. His suggestion, however, that homosexuals come to my home — whether delivered in jest or not — constituted an irresponsible, unprofessional comment that may have violated school policy regarding employee-community relations.

In subsequent articles, I urged parents to think about whether a teacher who publicly uses obscene language and vigorously promotes polyamory and atheism is a good role model for their children. The First Amendment prohibits the government from abrogating the right of citizens to express even unpopular ideas. It does not prohibit parents from making choices about the people with whom their children spend 180 hours a week.

To read more about Hemant Mehta’s blog, click HERE, HERE, and HERE.

One final note: I have met Hemant and find him a very nice person. Many people believe that condemnation of actions or passionate intellectual disputes indicate dislike or hatred of our worthy opponents. That’s nonsense or worse.

It’s not only possible but commonplace to like, value, enjoy the company of, and even love those whose beliefs and behavioral choices we find foolish and destructive.

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Part I of this two-part article about Illinois’ new “enumerated” school anti-bullying law and its attendant Task Force exposed the bias and lack of diversity of the Task Force as well as the troubling recommendations made by it.

106-page Task Force recommendations refer to” broader cultural systemic issues of power, privilege and oppression,” “homophobia,” and “underlying power imbalances.” For the uninitiated, this language may sound benign or even positive, but those familiar with the jargon of the “teaching for social justice” movement will recognize the troubling ideas concealed beneath the deceitfully reassuring rhetoric.

The goals of the Task Force are consistent with the mission of the organization that created the law: the Illinois Safe Schools Alliance (ISSA). ISSA is a homosexual activist organization that was originally an affiliate of the Gay, Lesbian and Straight Education Network (GLSEN). ISSA’s anti-bullying law was created specifically to add the terms “sexual orientation,” “gender identity,” and “gender expression” to existing law, which in turn would provide liberal assumptions about homosexuality and Gender Identity Disorder an even greater foothold in Illinois schools.

The Task Force recommends “all schools in Illinois immediately embark on a journey of complete school transformation,” which means all public and private schools in Illinois. Current law applies only to public schools and non-sectarian, that is, non-religious private schools, but the Task Force calls for an amendment to the existing law so that it would apply to religious private schools as well.

The Task Force recommendations include indoctrination plans for students, teachers, administrators, all school employees (e.g., maintenance workers, bus drivers, cafeteria workers), and future teachers enrolled in college and university teacher-preparation programs.

The Task Force asserts that “complete school transformation cannot be accomplished without adequate commitment, time, and resources,” stating that “nothing less than the complete overhaul of the education system in Illinois” will suffice, and that “the state of Illinois fully fund pilot projects to collect and evaluate data on the efficacy of the proposed school transformation model.”

Their recommendations include this troubling suggestion: “Many changes will need to be made to state laws, ISBE regulations and school policies.”

Many community members feel helpless to stop the usurpation of public education by liberal ideologues hell-bent on using taxpayer resources to advance their moral and political beliefs, but there are things taxpayers can and should do:

1. Email your local school administrators and request the following information:

a. Ask for detailed information about any “bullying prevention” activities that are planned for students.

b. Ask for detailed information about any “bullying-prevention” training (i.e., professional development) that is planned for administrators, teachers, and staff.

c. Ask if any of the “bullying-prevention” activities that are planned for any of these groups specifically mention “sexual orientation,” “gender-identity” (i.e., Gender Identity Disorder), or “gender-expression” (i.e., cross-dressing).

d. Request copies of any resources that will be used in “bullying-prevention” training for students, teachers, administrators, and staff.

2. If your administration is uncooperative, file Freedom of Information Act (FOIA) requests to access the information. FOIA requests are easy to file and cost-free for the first fifty pages of documents. Every Illinois school district has a FOIA officer who by law must be identified on the district’s website. Your district’s FOIA officer can provide instructions on how to file a FOIA. Click here and go to page 56 for a sample FOIA request. Taxpayers should be making use of FOIA requests. They provide invaluable (and often surprising) information about what takes place behind the scenes in schools.

3. Finally, tell your children’s teachers that under no circumstance is your child to be exposed to any resources or activities that mention “sexual orientation,” “gender identity,” or “gender expression.” Tell them that you will provide “bullying-prevention” instruction at home. And ask them to notify you prior to any activities or presentations that address “sexual orientation,” “gender identity,” or “gender expression,” so that you can opt your child out.

IFI is urging our readers to research how your school districts are implementing the Illinois Prevent School Violence Act (PSVA). Please do this if you’re a taxpayer. You don’t have to have students enrolled in school. All taxpayers are subsidizing what takes place in our public schools; and today’s students are tomorrow’s culture-makers. We all have a stake in public education.

We cannot afford to sit around fretting and whining about the corruption of public education by liberal ideologues who have transformed education into indoctrination. Please email your schools, and if anything troubling turns up, send the information and documentation to IFI. We would love to share with IFI readers what’s taking place in particular school districts around the state.

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Illinois parents may soon begin to taste the diseased fruit of the Illinois “enumerated” anti-bullying act that Governor Quinn signed into law a year ago on the Sunday morning of the Chicago “gay pride” parade at a ceremony at Nettelhorst School, Chicago’s first public elementary school to march in the debauchery-affirmation parade, which is located in the city’s premier homosexual neighborhood “Boystown.” (And there are still gullible people who buy the deceit that this law is centrally about bullying.)

The term “enumerated” is an obfuscatory euphemism that means the law specifically includes homosexuality, Gender Identity Disorder, and cross-dressing. Of course our lawmakers wouldn’t dare use those terms out of fear that Illinoisans would see the pernicious truth lurking behind the civil rights argot. No, our lawmakers use the equally obfuscatory euphemisms of “sexual orientation,” “gender identity,” and “gender expression.”

This law required our State Superintendent of Education, Christopher Koch, to appoint a Task Force to make recommendations about the implementation of the anti-bullying law. Here are just a few of the “unbiased” Task Force members:

Christopher Koch: Illinois State Superintendent of Education, who according to the Chicago Tribune, lives with his “partner.” Other public sources (here and here) reveal that partner to be Kyle A. Lentz.

In 2009, Koch was honored by the homosexual activist organization, Illinois Safe Schools Alliance, as “advocate of the year.”

Rocco Claps: openly homosexual Director of the Department of Human Rights (Read more HERE).

Shannon Sullivan: openly homosexual Director of the Illinois Safe Schools Alliance, who seeks to exploit all public schools — including elementary schools — to normalize her own sexual proclivities.

Jennifer Nielsen: Associate Director of the Anti-Defamation League (pictured here in the homosexual newspaper Windy City Times, promoting the pro-homosexual film It’s STILL Elementary. Trailers of this film can be viewed HERE).

Lonnie Nasatir: Regional Director of the Greater Chicago/Upper Midwest area with pro-homosexual Anti-Defamation League. Nasatir had this to say about the civil union law: “In our eyes this is an issue of pure and simple fairness and equality; we knew representative [Greg] Harris would need a lot of help and we thought it would be a great opportunity to inform the community about what the bill means and other issues about the LGBT community to be informed and educated citizens.”

And this: “Today we celebrate the hard work of advocates and legislators, and specifically Representative Greg Harris, who worked tirelessly on this bill for several years to ensure all citizens are afforded the rights and privileges of married couples…. This is a proud day for the state of Illinois as we have recognized a fundamental inequality and taken steps to remedy it.”

Dr. Stacey Horn: assistant professor in the College of Education, University of IL at Chicago (former academic home of Bill Ayers). In an article co-authored by Horn she writes, “A final LGBTQ school safety strategy involves…integrating LGBTQ topics into the school curricula.”

According to the UIC website, Horn is “interested in factors (e.g., age, religion, school context, intergroup context) related to sexual prejudice among adolescents and adults….In her teaching, she….also examines how to use our knowledge about adolescent development in creating educational and social context that support and promote positive developmental outcomes for all youth, and specifically for youth who identify as lesbian, gay, bisexual, or transgender.”

Click here, here, and here for more on Horn.

Dorothy Espelage: Professor of Educational Psychology, College of Education, University of IL at Urbana-Champaign. HERE are some words of wisdom from Espelage: “Kids are bombarded by homophobic messages….The kids’ attitudes in this state are homophobic in nature. They marginalize boys who don’t act like boys and girls who don’t act like girls….This is very controversial….It’s tied to religion, it’s tied to values, and we’re a very sexually repressed nation as it is, anyway.”

Ann Rangos: self-identified lesbian high school student who is described by David Fischer of the Illinois Safe Schools Alliance as “an incredible activist.”

Sukari Stone: self-identified lesbian high school student who writes the following on her blog:

I’m extremely passionate about human rights. More specifically gay rights. I work with an orginization that helps make schools safer and more welcoming to LGBTQA students. Equal rights are very important to me. Probably one of the most important things in my life at the moment (and hopefully for awhile). I have serious pride in who I am and honestly don’t care whether others accept me or not. And because of my ridiculous pride I’ll let you in on a little secret of mine…I’m a rainbow kid. Get it? I like girls. Cool right? (Source)

I was thinking gay thoughts as usual)….I promise to try to cut down on the ridiculous about of gay things in my posts. I really can’t help it. Most people have 2 parts of their brain, a logical side and an artistic side. I actually have 3 parts; an artistic side, a logical side and a gay side. (Source)

After reading [“Sinners in the Hands of an Angry God” by Jonathan Edwards], I honestly laughed. Seriously, this guy needs to be put away. I could just imagine a red-faced fat man screaming this sermon at the top of his lungs. “What’s his deal?” I asked myself.

What surprised me even more was the fact that people were so quick to believe this idiot. If they even read the Bible they’d know that the God portrayed in it was a good one. A loving caring and accepting one.

Personally, I am not religious. I don’t believe in God but I have read the Bible and studied religion a little bit. It’s just not my cup of tea. I could rant on and on about religion in general but I don’t want to ridiculously offend someone (for once in my life).

I think that Johnathan Edwards was trying to get his listeners to live a life of fear of paranoia. After all, if I believed that God was holding me by a string over a flaming pit I’d be pretty damn scared too. He’s using fear to force people to live their lives perfectly and not to make any mistakes. The God portrayed in the Bible was a forgiving guy so I’m not exactly sure what edition Edwards was reading. Maybe he knew that this wasn’t happening. That God was a hateful being that wanted to kill everyone. It could’ve been a pretty smart way to brainwash people into believing what you had to say.

Basically, Johnathan Edwards was either a ridiculously smart manipulator or a guy that was coming down from a serious acid trip while delivering his sermon. (Source)

Here are some of the recommendations made by the Koch-appointed Task Force (comments and questions in brackets are mine; all emphases are mine):

• education stakeholders in Illinois [should] commit to engaging in overall school transformation….To accomplish transformation, schools must:
• Recognize the impacts of systemic cultural issues such as racism, sexism, classism, adultism, disability discrimination andhomophobia that contribute to negative and hostile environments for youth and adults
• Provide effective youth programming with:
• Strong ties to theoretical constructs related to bullying…and behavioral change [Will any of the “theoretical constructs” used in “youth programming” dissent from liberal dogma regarding homosexuality and Gender Identity Disorder?]
• An evaluation component [Will students be evaluated? If so, on what will they be evaluated? Will they be evaluated on the degree to which they have embraced the moral assumptions of liberal demagogues?]
• Methods and strategies for adapting programs to unique school contexts (e.g., race, age, gender) and ecological domains (e.g., peer relationships, family relationships)
• Provide professional development to all school personnel (including not only administrators and teachers, but bus drivers, maintenance workers, security, cafeteria workers, etc.) on issues of:
• School-wide expectations, as well as reporting and monitoring requirements when expectations are not met
• Impacts of systemic cultural issues such as racism, sexism, classism, adultism, ableism and homophobia that contribute to bullying and school violence, as well as hostile environments for youth and adults that inhibit learning and development
• In order to support schools in the school transformation process, the Illinois State Board of Education (ISBE) and other governmental agencies, where possible, should:
• Support amendment of the PSVA (the Illinois “enumerated” anti-bullying law) and implementing regulations to…cover all public and non-public schools, require more detail in mandated anti-bullying policies, and more effectively support school transformation efforts
• Develop two to four common indicators (e.g., incidence rates, discipline referrals related to bullying, overall school climate) that address bullying and school violence and require all schools and districts to report annually
• Establish an administrators’ academy to teach all school administrators ways to establish and maintain a positive school climate
• Make available quality technical assistance and professional development to schools engaged in the school transformation process
• Ensure all pre-professional education for school personnel prepare them to engage in and lead school transformation processes [“Pre-professional education” refers to students preparing to become teachers. In other words, the task force is recommending that all future teachers be indoctrinated with their subversive ideas about homosexuality.]
• Fully fund pilot projects to collect and evaluate data on the efficacy of the proposed school transformation model to comprehensively prevent and address bullying and school violence

Some random thoughts about this legislative debacle:

— It’s odd or ironic or hypocritical that an educational group that purports to embrace diversity and tolerance would apparently make no effort to create a diverse task force. It’s clear that the task force excluded anyone who opposes bullying but believes that affirming volitional homosexual acts harms children.

— It’s also odd that despite the fact that lesbians constitute less than 2% of the population, they comprise 100 percent of the student representation on the task force.

— According to research, the kids who are most frequently bullied are obese kids, and not one was included on the task force. In addition, I’ve never heard a single expert advocate the celebration and affirmation of obesity as a means to eradicate the bullying of obese students.

— I am loathe to refer, even indirectly, to particular students, but our state’s educational leaders have foolishly decided to make students public figures by including them on the task force. This reminds me of the equally foolish practice in District 113 of including students on committees that interview teacher candidates. Teacher candidates should be insulted by such a practice. However did we arrive at a cultural place where immature students who lack both knowledge and wisdom and who hold disordered moral beliefs serve on committees that make critical educational decisions for Illinois students? Clearly, Koch’s allegiance to homosexual kids is greater than his allegiance to conservative adults, sound pedagogy, or philosophical diversity. Perhaps he fears being accused of “adultism” if he doesn’t include students and “homophobia” if he doesn’t include homosexual students on the task force.

—Many conservatives fearfully, ignorantly, and, in some cases, self-righteously proclaim–at least publicly–that the homosexuality of educators and lawmakers doesn’t matter to them. Well, it better matter to them because when an educator or lawmaker affirms and embraces a homosexual identity, they are announcing precisely what they hold to be true about the nature and morality of volitional homosexual acts. And these non-factual assumptions about homosexuality will shape their decisions on a whole host of issues including laws, school policies, curricula, their own classroom comments, and professional development opportunities provided to school employees at public expense.

—How much will these complete “transformations” of all schools cost individual districts and the state?

It should be obvious that this anti-bullying law, like virtually all contemporary anti-bullying laws, policies, and activities, is centrally concerned with exploiting legitimate anti-bullying sentiment and public education to transform the moral beliefs of Illinois students. Part II of this article on Illinois’ “enumerated” anti-bullying law will focus on what community members can do in the hope of mitigating the law’s moral and pedagogical damage.

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