Teaching VS Indoctrination: Gender Ideology.
The distinction between teaching and indoctrination lies in the approach to the information being presented. While a school may provide education on various religions, philosophical or political ideologies, including their history and key principles and figures, this does not equate to indoctrination. On the other hand, indoctrination involves presenting certain ideas as the only correct ones, and promoting them outside of the learning environment.
For example, in a Catholic school, the students are taught about the Catholic way of life, its history, its principles, and how it is different from other religions such as Islam and Hinduism. The school may argue in favor of Catholicism being better than other religions and expect the students to go home and practice Catholicism for the rest of their lives. It's not unexpected for schools with religious or philosophical affiliations to indoctrinate students into their beliefs. In many cases, these schools are transparent about their goals and this is reflected in the name of the school. Parents who choose to enroll their children in religious or philosophical institutions know what type of education their child will receive and are accepting of it. Similarly, individuals who attend church do so voluntarily and are aware of the teachings they will be exposed to.
A public school's goal should not be to present any religious or philosophical systems as superior or inferior. Instead, its aim should be to equip students with the critical thinking skills to make informed decisions and form their own beliefs.
Contrary to the Catholic school in the example above, public schools should provide a balanced and impartial education on religion, offering students a comprehensive understanding of the key figures, principles, and philosophies of all major religions, highlighting their differences and similarities. They should also encourage students to pursue their own interests and beliefs, without imposing any particular religious or philosophical ideology. Children should not be pressured to choose one religion over another, or to participate in religious or non-religious events, nor should they be expected to shun their friends or family members who hold different beliefs. The goal of a public school education is to provide students with critical thinking skills and to equip them with the knowledge and understanding to make informed choices about their beliefs and values. Additionally, public schools should also educate students on the fact that it's possible to live a meaningful and fulfilling life without any religious affiliation or practice. This provides a well-rounded perspective that acknowledges and respects the diverse beliefs and lifestyles of individuals.
In several countries, public schools are indoctrinating children into a certain gender ideology. They are not simply taught about the existence of this ideology, it’s key figures and ideas, but it is presented as the absolute truth. Those who reject the ideology are portrayed as evil and students are urged to participate in activism that promotes and spreads these ideas, even to the point of separating from their families if they come from a household that disagrees with the ideology. They are instructed to firmly adhere to the central tenets of this ideology, assess their own gender identity as if it was something every person has, and engage in actions that demonstrate their commitment to it.
Some of the principles of gender ideology are the subject of much contention and criticism, with some of these ideas being deemed harmful. Children should be taught about their existence, but not be forced to accept them as absolute truth or incontrovertible fact. Here are a few examples:
Pronouns.
The belief that individuals can demand others to address them in a specific manner and face consequences for non-compliance. Although people may have preferred pronouns, the discussion and debate should be about the power to enforce their usage by others, if person only has control over the pronouns they voice. Typically, people use third person pronouns that correspond to the unchanging biological sex of the person being referred to. This idea could extend to other forms of words, such as titles or adjectives, for example, the notion that it is acceptable or common for someone to face consequences if they don't refer to another person as "Dr," "Your Majesty," "beautiful," or "kind".
Public schools are forcing five-year-olds to experiment with gender-fluidity pronouns.
Identity over biological sex.
The use of established words such as "man," "woman," "male," "female," "heterosexual," and "homosexual" by gender ideologues to support their ideology has resulted in the erroneous belief that these words are interchangeable when referring to biological sex and gender identity.
This has also led to the belief that the authors of laws and titles like "women's sports" and "women's prisons" were referring to gender identity rather than biological sex. Gender ideologues further promote the idea that sports, public restrooms, athletic competitions, and prison facilities should be separated based on gender identity rather than biological sex. A debate should be held to determine whether it is more logical to categorize public bathrooms, athletic competitive sports, and prison facilities based on subjective self-identified gender identities, which are difficult to measure, or based on the observable reality of biological sex.
Presentation over identity.
Gender ideologues view fashion as an expression of not just one's personality, but also one's perceived gender roles and expectations, biological sex, or inner identity. They promote the idea that one must adhere to certain gender-specific fashion norms in order to be considered a "true" woman or man. For example, they might suggest that a woman must be ultra-feminine to be considered a "real" woman, or that a man must be extremely masculine to be considered a "real" man. A debate should be had instead, about whether personal style is a matter of individual choice and expression or not, and if a society that truly values inclusivity and diversity should embrace and accept all types of fashion choices, regardless of whether they align with traditional gender norms or not.
Medical conditions as identities.
It is important for children in schools to learn about the latest scientific advancements and understand the complexities of biological sex in humans, including Differences in Sex Development and Karyotypes. This should be approached as a factual subject in the field of science, rather than being combined with activism or political messages. There have been claims made by proponents of gender ideology that certain medical conditions, such as Differences in Sex Development, are identities or lifestyles. A productive debate should be encouraged to explore these issues.
If a school insists on teaching gender ideology, it should not be a publicly funded institution. Instead, it should be a private Genderist school, just like a Catholic School, where parents are made aware of the indoctrination that will occur.