Why are Activist Educators Corrupting Our Children?

This story, by Fox News, is being repeated in schools across the country, as recent news reports attest.   From elementary to high school, activist teachers and administrators are hell-bent on sexualizing children and forcing transgender ideology in the classroom. 

What motivates these educators to commit such acts and why are they doing it?  The answer is more complicated than you might think, involving three concentric spheres of action.   

1—Inner Sphere.  At the personal level, activist teachers actually believe they are helping children 'discover' and ‘live out’ their sexual and gender ‘preferences.’ Being comfortable with who they ‘really are' supposedly contributes to their psychological and emotional well-being.  This is especially true for LGBTQ children who are ‘forced’ to live a society dominated by ‘hostile’ cisgenders and heterosexuals.  Respectfully tolerating differences in sex and gender is not enough.  In order to protect LGBTQ children and to create a caring community, LGBTQ children must be affirmed and admired for the choices they make.   

2—Middle Sphere.  Activist educators believe that this sexual revolution is part of a larger moral cause, namely, social justice.  Heteronormativity and cisgenderism are simply extensions of the oppressive, social structures which have denigrated people of color and women, keeping them in chains for thousands of years.  These teachers believe that freeing children from white, traditional (i.e., Judeo-Christian), beliefs about sexuality is another step forward in the liberation of humanity.  Fighting for the cause of social justice imparts to educators and administrators a sense of moral righteousness, often spilling over into fanaticism and rage, as they wage war against the cosmic evil of social oppression and those who practice it, especially conservative Christians.

3—Outer Sphere.  Underlying these convictions is a broader philosophical and political agenda called Neo-Marxism, from which social justice originates.  Some activist educators may not be fully cognizant of this sphere or its history, which stretches back several decades.  Whereas Marxism focused entirely on economic, class distinctions, Neo-Marxists expanded class warfare to include race, sex, sexual orientation, gender, etc. But the template is the same in both cases: Divide society, destroy capitalism, overtake government, install a socialist or quasi-socialist system. 

But, what does this have to do with sex and gender in the classroom?  Historically, as Karl Marx observed, the nuclear family has served to reinforce conservative social structures and sexual values (‘heteronormativity’ and ‘cisgenderism’), maintain social stability, and perpetuate economic prosperity through ownership of private property (capitalism).  Disrupting and dismantling the nuclear family by introducing radical beliefs about sexuality and gender, dissolves the glue which holds society together and shatters the last remaining stronghold of the ‘traditional hierarchy.’  The way is now open to create a new social order based on ‘diversity, equity and inclusion’ (DEI).

These aspirations may sound noble, but, in reality, the Neo-Marxist society is based on an authoritarian state which can only achieve its goals by forced conformity and persecution.  That’s why school cultures, in which Neo-Marxism has taken hold, have become strongholds of cancel culture, anti-religious sentiment, groupthink, intimidation, and censorship.  Dissent is not tolerated.  Conform...or else!

Activist educators, along with their administrative allies, then, are not corrupting our children simply to satisfy some personal or educational agenda.  They see themselves as shock troops who are shattering traditional society in order to create a new social order.  And they will succeed if we allow them to continue.  As the schools go, so goes civilization.