There is undoubtedly a backlash against LGBT ideology unfolding in many Western countries, the source of which includes many ambivalent towards LGBT lifestyles but who are still uncomfortable teaching the ideology to children.
In March, podcaster Joe Rogan paid tribute to his favourite teacher. His seventh-grade science teacher, he noted, “was a brilliant man and he taught me about wonder. I think about that guy all the time.” But now, Rogan said, teachers are frequently fixating on issues of sex and gender. “I don’t want that gang of morons teaching my children about biological sex or gender,” Rogan said, adding that Drag Queen Story Hour is unacceptable for kids. “I don’t want you teaching them about any of those things.”
Instead, he suggested, teachers should focus on history, and math, and… all the things teachers used to focus on.
Rogan’s position on sex education is significant not only because he is the most popular podcaster in the world, but because he has achieved his success because he is a microcosm of the average adult. He is largely libertarian in the “live and let live” sort of way that saw a huge public opinion shift in favour of same-sex “marriage,” which Rogan supports; he is not religious; but he is still very uncomfortable with the full-scale sexualization of our education institutions and the insertion of gender ideology into public school curriculums across the board.
Rogan is something of a bellwether on these issues – he articulates the sort of common sense that many people hold but cannot articulate (or are too fearful to).
The “silent majority” is not a moral majority, but they are uncomfortable with the vast, swift social changes we have seen unfold over the past decade. Much of the backlash against gender ideology and increasingly explicit and instructional sex education in schools comes not from Christians – there are simply not enough of us – but from people who do not have moral objections to LGBT ideology, but do not want it taught to children. In short, most people are fine with adults doing whatever they want to, but they still believe that these behaviours and lifestyles are the purview of adults, not children.
That is why we are beginning to see government action on public school sex education even in the post-Christian United Kingdom. According to a recent BBC report, the U.K. government is planning to ban sex education for children under the age of ten, including a ban on any content about gender identity. Teachers’ unions, predictably, have pushed back, insisting that the proposed plan is “politically motivated” and that there has been no issue with inappropriate material. That claim is laughable; parents have been protesting the LGBT curriculum and other explicit materials for years now, and school staff have frequently responded by accusing them of various phobias.
According to the BBC, the “statutory guidance on relationships, sex and health education (RSHE) – which schools must follow by law – is currently under review. The government believes clearer guidance will provide support for teachers and reassurance for parents and will set out which topics should be taught to pupils at what age.” Sex education is not “typically taught until Year 6,” when children are 10, and “parents already have the right to withdraw” their child, although this has proven difficult to do.
Sex education has been mandatory for older students since September 2020, and the “government strongly encourages schools to include teaching about different types of family and same-sex relationships.”
This curriculum – referred to as “relationships education” – is compulsory and parents cannot remove their children.
The BBC notes that parents have been demanding changes in order to protect the innocence of children, while educators are insisting that the content is necessary because children are exposed to this information online anyway and that it is important for “trusted adults” to contextualize that information. That is the crux of the issue here that few are openly addressing: educators want to “contextualize” this information from the perspective of a pro-LGBT worldview, while many parents do not want this material taught at all because they fundamentally disapprove of the LGBT ideology itself.
There is undoubtedly a backlash against LGBT ideology unfolding in many Western countries, but it is important to recognize the source of that backlash. Although Christians and other religious objectors are certainly part of that backlash, their numbers are not large enough, in most places, to force government action.
The growing discomfort we see in polling data is thus far more likely to be of the Joe Rogan variety – we should live and let live, but we should also let kids be kids. As the U.K. government’s proposed guidance highlights, this means that there will be changes, but not significant ones.
LGBT ideology will still be compulsory for later grades, and state schools will still be teaching state dogmas.
Jonathon Van Maren is a public speaker, writer, and pro-life activist. His commentary has been translated into more than eight languages and published widely online as well as print newspapers such as the Jewish Independent, the National Post, the Hamilton Spectator and others. He has received an award for combating anti-Semitism in print from the Jewish organization B’nai Brith. His commentary has been featured on CTV Primetime, Global News, EWTN, and the CBC as well as dozens of radio stations and news outlets in Canada and the United States.
He speaks on a wide variety of cultural topics across North America at universities, high schools, churches, and other functions. Some of these topics include abortion, pornography, the Sexual Revolution, and euthanasia. Jonathon holds a Bachelor of Arts Degree in history from Simon Fraser University, and is the communications director for the Canadian Centre for Bio-Ethical Reform.
Jonathon’s first book, The Culture War, was released in 2016
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Parents are growing increasingly concerned about the prevalence of technology in classrooms, and the negative side effects that change is fueling among children nationwide.
Ever since the COVID-19 pandemic pushed schools to remote learning, many have only grown increasingly reliant on technology, shifting assignments into digital forms and handing every student a computer or tablet to aid their education in the classroom. But after seeing their kids become angrier, less sociable and less educated, parents are asking where the teachers have gone.
“What are we doing with an iPad all day, for eight hours a day in our kids’ hands?” Patricia McCoy, a mother of four in Wyoming, told the Daily Caller News Foundation. “Honestly, it’s disturbing. They give your kids worksheets on the iPad. There’s no actual critical thinking happening because they’re given apps to replace the teachers.”
Even when parents ask for additional help for their struggling children, the solution at some schools always comes back to more technology.
“If your kid is struggling in math, instead of giving them tutoring, they’re going to recommend to you that your child use this app on their iPad to help teach them how to do this math,” McCoy continued. “But that app doesn’t teach them how to do the math. They enter the problem and it gives them the solution all written out and worked out, so there’s no critical thinking being done. The answer is being given to them. They have ChatGPT at the ready, and other things similar to ChatGPT, which, again, does all the thinking for them. And all they have to do is show up, log into the iPad, get the answers from one app, put it into another app and get the grade.”
This has some parents wondering where the teachers have gone and whether they are teaching their students at all.
“THEY DON’T WANT TO TEACH”
“Covid did create a lot of this, and it made it a lot easier for some of the teachers now to just place these kids in front of a screen,” Mike Maldonado, a California father of five, told the DCNF. “And it makes it easier for some of these teachers because they don’t want to teach. They’re just there for a job.”
“We can’t ignore the fact that all this stuff makes it easier on the teacher, which actually, I think produces a worse result, “Jaime Brennan, member of the Frederick County Board of Education who spoke on behalf of herself and not the board, told the DCNF. “When a teacher can go online and make up an assignment using AI, now they haven’t thought. Now they’re not using their brainpower, and it’s like a trickle down effect. We’ve already introduced screens and technology to the level that as humans, I don’t think we were designed to use, and we haven’t adapted to it very well.”
Critically, Brennan said, the use of AI has prevented students from developing automaticity, the skill of memorizing basic solutions, such as simple addition, to the point that you do not even think about it, which is a foundational skill students carry on throughout their education and adult life.
McCoy told the DCNF that the digital learning environment has left her youngest son academically “two to three years behind” his siblings, who did not go through this new screen-based school system.
“He is drastically farther behind academically,” McCoy said. “He does what he needs to to pass, but intellectually and academically, he is years behind his two brothers and his sister at this age, and that is sad and heartbreaking as a mother to know that I probably failed my child because I went along with what the school said was going to help them.”
Despite being “years behind,” McCoy’s son is on track to graduate on time.
“We graduate kids who have to go to community college and take remedial math,” Brennan mentioned. “Our kids leave 12th grade and they go to 13th grade. So we’re putting out kids that are not ready to operate in the regular world.”
POSSESSED BY THE SCREEN
Not only is she worried about his education, the concerned mom has seen a noticeable shift in her son’s mood as he is forced to rely on more and more screen time.
“I tried to take my son’s phone away one time, and it looked like a demon was looking back at me. My son was not looking at me,” McCoy recalled. “His eyes were completely black and cold. It was like he was a totally other person, like a drug addict, and you’re taking their drug from them. And he was 15 at the time.”
Without his phone, McCoy said her son was a new person.
“That week, he was a totally different person. He wasn’t overly tired and drowsy all day. He was actually interacting with the family and spending time with us. Instead of being shut down and closed off in his room, he was playing with our dogs more,” McCoy said.
Maldonado thinks these behavioral issues stem partly from the lack of human interaction children experience in increasingly screen-dependent classrooms.
“Part of the problem is that they’ve lost a lot of the interaction,” Maldonado said. “This is why some of these kids I think act out, because they don’t want to listen to the teacher. There has to be that communication between two people, two humans, and not a screen where they can’t really interact and get the tone, the voice inflection of a response.”
“That is a major issue,” Maldonado continued. “Without social skills, how do you function in society? And we see it all the time. Social skills are definitely learned, it’s a trait that you pick up from interacting with people when you’re young. And that’s the big thing, people don’t realize that if there’s no interaction, that person is going to be withdrawn, not just from the classroom, but from the home and from society.”
The issue is especially apparent in children who were younger during the Covid year, Maldonado said. The so-called “Covid babies” are typically “the ones who you can see have the majority of the behavioral issues.”
“It is hard to get some of these kids to actually look you in the eye and make eye contact. They don’t know human interaction,” Brennan concurred, adding that students today are not even dating as much as they used to. “I’m really concerned where that’s going to lead, and what our kids are going to be like. We’re already seeing negative impacts of kind of this disintegration, people are waiting till later to getting married. They’re not getting married.”
THE PRICE AMERICA IS PAYING
Meanwhile, as the use of artificial intelligence (AI) among youth increases, more data and stories are coming out revealing the tool often exposes children to inappropriate content, damages the development of critical thinking skills, and at times, drives kids to suicide by explicitly coaching them to do so. Brain scans from the Massachusetts Institute of Technology (MIT) revealed that brain engagement was severely diminished under participants who used AI compared to those who used a traditional search engine, and memory recall following assignments completed with AI tanked.
Interestingly, schools that struggle with budget concerns and often fail to see promised district-wide staff raises somehow find funds to buy brand-new devices for every student — even when they already had slightly older, but still functional devices.
“Most of [the money goes] to administration and fees and other things that have nothing to do with the education of our kids, or they spend it on these expensive iPads and technology that shouldn’t even be in the classrooms, and then they go to the state and say, ‘You’re not giving us enough money. We need more money,’” McCoy told the DCNF. “Well, we keep throwing money at the problem, but the problem doesn’t get better or go away. It gets worse every year. So clearly, money isn’t solving the issue on why our kids can’t read, write and do math.”
“Stop spending the money on the iPads and put that money back in the classrooms instead,” McCoy continued. “Give it to the teachers.”
While Tina Descovich, co-founder and CEO of parental advocacy group Moms for Liberty, mirrors the concerns of many parents, she also told the DCNF there could be a place for technology in the classroom.
“I think they have to be used in a very responsible fashion,” Descovich said. “There’s so many wonderful teachers that would like to use AI in a way to help enhance their skills and teach their children better.”
Moms for Liberty signed a pledge with the White House in September to help foster innovation and interest in AI with America’s youth.
Brennan remains concerned that technology in the classroom prevents kids from thinking independently and may harm future skill building rather than facilitate an interest or expertise in technology.
“Are you trying to keep pace with the kids who are learning to use the technology, or are you trying to create the kids who are going to develop the technology? Because those are two different things,” Brennan said. “So if we’re just teaching our kids to be technology consumers, then sure, the easy way out is to do everything on the technology. If you’re trying to keep teach kids to be the technology developers, they need to learn to think and process away from the technology. They need to have other skills that are not technology based.”
PARENTS STILL HAVE POWER
For parents concerned about the technological takeover of their children’s classrooms who feel like their schools aren’t listening to them, Descovich said that along with helping their kids at home when possible, parents should “rally with like minded parents.”
“Start educating your community,” Descovich said. “I think when parents really understand what’s happening and what the concerns are and what the risks are, they will want to take action. And when you have enough parents showing up at school board meetings and speaking about an issue we have, as we know, you definitely can make an impact, and they will listen.”
President Donald Trump said Thursday he will pause migration from some countries following the shooting of two National Guard members near the White House.
The suspected gunman, Rahmanullah Lakanwal, 29, is an Afghan national who entered the U.S. in 2021 under a Biden-era immigration program for Afghans fleeing the Taliban movement. He was reportedly granted asylum this year.
U.S. Army Specialist Sarah Beckstrom, 20, died from injuries she sustained in the Wednesday shooting, Trump told service members in a video call Thursday night. Air Force Staff Sgt. Andrew Wolfe, 24, was in critical condition. Lakanwal was also injured in the shooting.
The two victims were members of the West Virginia National Guard sent to Washington, D.C. in August under Trump’s orders for a crackdown on crime.
In a lengthy social media post on Thursday, Trump claimed “reverse migration” is the answer to years of mass migration and said he plans to “permanently pause migration from all third world countries to allow the U.S. system to fully recover.”
Trump also appeared to consider removing migrants who have become U.S. citizens. He said he will “remove anyone who is not a net asset to the United States, or is capable of loving our Country.”
He said the federal government will end all “benefits and subsidies to noncitizens, denaturalize migrants who undermine domestic tranquility, and deport and foreign nation who is a public charge, security risk, or non-compatible with Western Civilization.”
The FBI said they are conducting investigations in Washington State, the suspect’s last known residence, as well as connections he may have had in San Diego.
FBI Director Kash Patel said the bureau has executed “multiple search warrants around the country.”
Patel said Lakanwal had a “relationship in Afghanistan with partner forces.” Multiple reports claim Lakanwal worked alongside the Central Intelligence Agency while in Afghanistan.
