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Scottish Schools Bend to Sodomite Lobby, Require All Children to Take Courses on 'LGBTQ History'

By 2021, schools in the country will include courses on "inclusion" and "history" of the LGBTQ "movement" in their curricula.


Bildquelle: Creative Commons CC0

[This is a translation of a piece published by the German edition of iFamNews – Ed.]

In many Western countries LGBTQ groups celebrate June as “Pride Month.” This gives rise to more aggressive rhetoric, propaganda and initiatives by LGBTQ lobby groups. England is not spared from these escapades.

Although the “joy” of “sexual diversity” was buffered due to coronavirus-related restrictions, the LGBTQ lobby in Great Britain can still celebrate an ill-fated victory. Scotland will be the first nation in the world to include dedicated school courses on LGBTQ history in their curricula.

In November 2018 Scottish ministers adopted a proposal to adopt “LGBT inclusion” into school curricula to ideologically indoctrinate young children and teens. All pupils in public schools will receive equality and identity education that includes LGBT content, as reported by EdinburghLive.

“I am very pleased to report that we are the first country in the world to include LGBTI education in our curriculum,” said Deputy Prime Minister and Education Minister John Swinney, adding: “Scotland is already considered one of the most advanced countries in Europe for LGBTI equality.”

School lessons will be offered for different age groups and will address cross-curricular issues such as “homophobia,” “bi-phobia” and “trans-phobia,” as well as promoting “awareness” towards members of LGBTQ groups.

Same-sex “marriage” has been legal in Scotland since 2014 and same-sex partnerships have been legal since 2005. Adoption and care by same-sex couples has been legal since 2009. An “anti-discrimination law” has been in force since 2010.

In Germany, school education is a state matter. The issued guidelines are kept general and offer a breeding ground for “sexual diversity” as well as a conservative and more cautious approach.

“In recent years, the subject matter has been expanded to include gender or ‘sexual diversity’ in almost all federal states, which means that contents such as homosexuality, transsexuality, bisexuality, etc. are already being dealt with. […] Because the list of topics in the curricula is so large, a thoroughly ideologized teacher can deal with the entire gender agenda and refer to the curricula. A conservative or Christian teacher, in turn, can reduce this content to a minimum,” writes Mathias von Gersdorff on his blog Aktion Kinder in Gefahr.

Mathias von Gersdorff

“The state of North Rhine-Westphalia can be seen as a pioneer, where the red-green state governments have given strong support to such groups. For example, the group ‘SchLAu NRW’ (SCHLau stands for gay, lesbian, bi-trans* education in German) was awarded as ‘Best Practice Example’ by the state government at the end of November 2003,” von Gersdorff told iFamNews.

“In 2003, an ‘Evaluation of gay and lesbian education projects in schools’ of North Rhine-Westphalia even appeared (Franz Timmermanns: Attention, they don’t bite!). Mostly such groups were invited to schools under the pretext of anti-discrimination,” he added.

Germany, too, is heading for a stronger ideologization:

“These groups received a second boost in the mid-2010s with the implementation of school curricula that included elements of gender ideology. [LGBTQ] groups should increase the ‘acceptance of sexual diversity’ among pupils,” von Gersdorff continued.

A glimmer of hope remains, but the responsibility lies with angry parents. It is important that they mobilize – in parents’ evenings but also outside school – to stop the early sexualization and perversion of their children.

“Strong protests were organized against the introduction of gender in schools. Gender became an emotive word. These curricula have not yet been applied across the board,” von Gersdorff concluded.


Jan Bentz

Dr. phil. Jan C. Bentz was born and raised in Germany, and graduated from High School in St. Louis (MI) as a foreign exchange student. Professor Bentz holds a doctorate in Philosophy (Dr. phil.) from the Pontifical Athenaeum Regina Apostolorum in Rome, a Master’s in Sacred Art, Architecture, and Liturgy and a Master’s in Church and Religious Studies. During his career as a journalist he has contributed to EWTN in English and German, Inside the VaticanThe Catholic HeraldCatholic News AgencyJüdische Rundschau, and Nasze Slowo. He worked as a producer for EWTN focusing on the Vatican, the Pope, and Rome in general. His fields of expertise in Philosophy include the history of philosophy and the history of philosophy of art. Prof. Bentz teaches Philosophy for The Catholic University of AmericaChristendom College, and IES Study Abroad in Rome.

Originally appeared at: IFN