Written by: Gavin Cox
Article source: creation.com

The BBC have released nine online videos titled “The Big Talk” for use in British schools as part of the UK’s new Relationships and Sexuality Education (RSE) curriculum, which came into force in September 2019.1 In these films, typically running to four minutes, children are taught that sex is unrelated to gender, that people can go to prison for “being disrespectful or hateful” (to others with different sexual orientations), and that there are “over 100 different gender identities.” Yes, you read that correctly, more than 100 gender identities have now been coined to cater for every possible choice that certain people have made regarding their sexuality. It was widely reported in the UK media that the BBC encourages “celebration” of this plethora of genders (see also our previous article, Celebrating gender confusion). To question this ideology is now considered rank heresy. However, the BBC’s teaching will only sow further confusion in our society. The unpalatable truth is that a radical, dangerous philosophy is now being forced upon the young and vulnerable as part of the advancement of an extreme political ideology. It is of grave concern that the BBC is preaching this new ‘all-inclusive doctrine’ to children as young as 9–12 years of age. However, they have no lower age limit in practice. The Coalition for Marriage reports children as young as four are being instructed in transgenderism2—this is a gravely concerning situation.

Genesis Creation is foundational
Shocking though this may be to many readers, it’s crucial that people are aware of what is being taught in our schools. The material in the BBC videos should concern any parent or teacher who cares about the mental well-being of children, especially those seeking to raise children in accordance with biblical standardsGenesis 1:26-28 reveals that God created people as male and female in His image. Adam and Eve were the first married couple in Scripture, and Jesus Himself affirmed the Bible’s definition of marriage as one woman for one man for life (Matthew 19:4-6Mark 10:6-8). Any behaviour that transgresses these clear biblical guidelines is quite contrary to the teaching of the Apostle Paul in Scripture (Romans 1:24–28). However, in the BBC videos, school children are encouraged to transgress the clear standards of God’s Word and to celebrate this behaviour. This is to light the fuse of a cultural and moral time-bomb.

Introducing the videos
In an introductory video by PSHE (Personal, Social and Health Education) specialist Kate Daniels, she claims that children will find out about sexuality online from harmful sources, so teaching must be conducted within a safe environment. The desire to protect young minds from harmful online content is laudable, as is the need to provide teaching and dialogue with trusted adults. However, the RSE teaching itself is harmful. Each video is introduced with a child describing how questions were discussed in class and selected for the program. We’ll start with the last video as the preceding ones lead up to the ‘bomb-shell’ revelations in this final program.

Video: “Identity—understanding sexual and gender identities”
The question is asked, “What’s the difference between sex and gender?” 3 Thus, the underlying assumption is that there is a key difference between these two words. A teacher called Kirsty states:

“… sex would be the body parts that you’re born with … [sometimes] your feelings are the same as the body parts that you have and sometimes they can be different.”

Head teacher Billy adds that,

“gender … is who you maybe are on the inside, but the sex of your body tends to be whether you are a man or a woman, a boy or a girl … ”

These statements are not based on science, but are driven by a political agenda. CMI has refuted such faulty thinking, which confuses young minds. Sex and gender are synonymous, whereas questions of identity are psychologically based. Recently, Canadian academic Christopher Dummitt, a leader in the field of historical gender studies, bluntly admitted: “Everyone was (and is) making it up. That’s how the gender-studies field works.”4 Dummit confesses that his field is driven by the underlying, unproven, ideological belief that gender is socially constructed, that it is non-binary (i.e. not restricted to male and female), and that traditional masculinity empowers men to oppress women. Such thinking has dominated the liberal arts in Western academic institutions since the 1990s. But such an ideology Dummit admits is “bankrupt”, not based on biological fact.

Gender confusion
The next question is “What are the different gender identities?” Head teacher Kyra replies with enthusiasm, “That’s a really, really exciting question to ask!” However, it is far from exciting because, normally, children don’t even think to ask such questions. They readily recognize there are just two genders, male and female. ‘RSE’ teacher Kate Daniels answers with a revelation:

“Do you know, there are so many gender identities! So we know we’ve got male and female, but there are over 100, if not more, gender identities now. So we know that some people may feel that they are two different genders. So people might think that they are bi-gender. And then you’ve got some people who call themselves ‘gender-queer’, who just like—‘I don’t want to be anything in particular, I’m just going to be me!’”

That such an answer should be given to a child by a trusted adult, is highly concerning, and runs the significant risk of leading him/her to confusion and psychological damage.

The next question asked by a young girl is: “What do you think transgender means?” Leo, a ‘transgender health worker’, replies, “The definition of transgender means, someone who doesn’t identify with the gender that they were assigned with at birth”. Leo is then asked, “When do people feel like they want to change gender?” and answers:

“So for me personally, when I was growing up, because I’m a transgender man … I always just felt, really uncomfortable … when I looked in the mirror, that I was seeing the wrong person … [and since] living as a man … all the pieces in my life fit now … making more sense”.

None of Leo’s statements are challenged, but are met with nodding approval by the children, who look uncomfortable. The way the question is framed and the way Leo uses the word ‘gender’ contradicts Bill and Kyra’s earlier definition of gender, as an internal feeling, not restricted to biological sex. In which case, to change gender would be as easy as changing one’s mind! So, in this segment, we see that sex and gender are actually being treated synonymously—thus contradicting the claim that gender must be understood separately to sex. Sex reassignment surgery, alluded to in the video, is drastic and life-changing—operations seldom if ever bring the relief so longed for by those seeking solutions to their psychological problems.

Confusing identity and orientation
The next question moves seamlessly from gender identity to sexual orientation, without distinguishing between psychology and practice. The children ask Leo: “Why are there so many letters in LGBTQ?” Leo spells out what the five letters stand for, making for uncomfortable viewing: “lesbian, gay, bisexual, transgender, queer.” A dad called Michael adds, “‘Q’ stands for queer and questioning”. By opening the door to alternate sexual orientations, who becomes arbitrator of this ever growing list? The sexual revolution, started within academia, has thrown wide the door to accepting ever-increasing behavioural aberrations.

Leo is asked, “does everyone have a sexual orientation?” to which the answer is given, “yes everyone.” He lists various permutations, including “a-sexual”, explained as someone without sexual attraction. The next question, “Why are some people gay or lesbian?” reveals the position of head teacher Kyra, who answers in the first-person:

“As you grow up, and you get older, and you start to think, ‘actually I really like that person’—in a slightly different way than you do normally to your friends. You might at that point realise, that actually, the person you like is of the same sex as you. And that’s when you start to know that you indeed might be gay, you might be lesbian, depending on the sex that you feel that relationship with. So, I am a head teacher, and I am a gay head teacher. So I’m in a same-sex relationship—so I’m married to my wife. And it’s about the love that you have for that person, that makes you realise actually, I may be gay, or I may be a lesbian.”

It is very surprising that a headteacher should be personally espousing homosexuality to young children, but it’s happening now, in our schools. The last question of the video drives home that contradicting this doctrine makes one a social outcast, “Do you have any friends that are gay or lesbian?” to which mum Rachel replies: “Yeah, wow, of course! … I think our family have lots of friends from all different walks of life … Anyone is welcome in our home—as long as they’re kind!” This likely carries the implication that, if you don’t agree, you are unkind, and therefore unwelcome.

Video: “Body image—what is perfect?”
Children ask, what is ‘body image’? Leo explains she was born female, but now lives as a ‘man’ (presumably, after sex reassignment surgery). The discussion, oddly, is focussed on freedom to wear make-up. Growing up as a woman, Leo confessed to “really enjoying wearing make-up”. When Leo came out as a ‘trans-man’ it concerned Leo that “wearing make-up wasn’t something that boys do”. Leo says, “but then I realized, boys can do whatever they want—so I’m gonna wear make-up!” It appears that, on the day of filming, Leo appeared masculine, sporting a moustache, black t-shirt, jeans and trainers. The children listening to Leo nod approvingly. The normalization of transgenderism is not something to be celebrated with children.

Within the same video, the conversation then switches, insidiously, from make-up to plastic surgery. Children ask, “Do some people want to get plastic surgery to have body parts bigger or smaller?” Teacher Kirsty explains that, if someone is not “comfortable with their body as they start to grow up … when they are older they … might decide to get some things changed … [after a] lot of consideration”. This is dangerously irresponsible advice to give to a minor, showing complete disregard to children’s physical and emotional welfare. Head teacher Billy offers all-embracing sentiments that to be “truly happy” is to accept “who you are” and that someone who “really loves you, loves you for the person you are, rather than for the outside appearance.” But surely, love should warn and reprove; to encourage children to accept harmful behaviour without question is not loving.

Teacher discussion notes involve class activities, including an art exhibition, “celebrating the beauty of diversity in all its forms (could be focused on body image).” Thus, the children would be required to celebrate all kinds of unbiblical and ungodly practices, regardless of their conscience, family or religious backgrounds.

Video: “What is sexual health?”
Here, the teachers promote unrestrained sexual behaviour, without reference to abstinence, sexual purity, or life-long commitment in marriage.5 A young girl asks head teacher Kyra, “Can you get ill from having sex?” Kyra replies:

“ … yes you can … If it’s your first time, or it’s a new relationship, you may not know much about that person. And you can carry what’s called sexually-transmitted diseases. And you wouldn’t know that; nobody wears a badge that says that they’ve got it—you may not even know.”

The segment then cuts to Shane, a male teacher addressing two young girls with ‘advice’ on how to avoid contracting sexually transmitted infections (STIs). His ‘advice’ (using explicit language which we’ll refrain from repeating here) avoids any mention of abstinence, sexual purity, or life-long commitment in marriage.

PHSE teacher Kate is asked by a young boy, “How do clinics or doctors know that people have STIs?” Kyra answers in the second-person, “If you” when “you’re older” feel there is “something wrong” then “you go to the clinic” and “get those checks done for you”. Tragically, sexual promiscuity is being normalised and promoted to young children. The consequences of such lifestyles are presented as merely being a matter for the health professionals, without regard for how it might harm young lives or further erode society.

Video: “Sex—what it’s all about?”
This segment is an explicit discussion of sexuality, avoiding any reference to morality and marriage. Much of what is discussed is too graphic to remotely consider as being ‘age appropriate’ for the children.6 Furthermore, same-sex activity is celebrated as a perfectly normal lifestyle. The video ends with the question, “How do some teenage girls get babies so early?” The answer given is that it’s not because of immorality but because of failing to take the “right precautions”. The question of legal age of consent is briefly explained as being 16 years old.

Video: “Different families, same love.”
The first question asked is, “How many types of family are there?” 7 A mum called Rachel replies with the absurdity, “Millions and trillions of types of family”. She explains to two children, one presumably her own, that she didn’t give birth to the children in her family, but that nevertheless, “we are a very strong family … [but] you could have two dads that are a family, or two mums”. To the question, “Can two people of the same sex have a baby?” head teacher Kirsty replies:

“People of the same sex can have a baby. They might go to an adoption agency, or they might foster a baby, or there’s different routes that they might go down in having a baby.”

These “other routes” are left undefined. The segment cuts to teacher Kyra, who explains, “two women, that are in a gay relationship, or two men that are in a gay relationship, equally have such a lot to offer and would really like to have the opportunity to have a child.” The video then cuts to head teacher Billy, who explains he is friends with a lesbian couple who are raising a boy and girl. This normalization of numerous family-types is quite contrary to Scripture’s teaching about families (e.g. Genesis 1:282:23Exodus 20:12Psalm 127:3-5128:31 Corinthians 11:3Ephesians 5:2). Not only that, but it is giving the children the impression that the LGBTQ behaviour being presented is common, whereas it is rare, perhaps only 1% of couples wanting to raise children. A family consisting of mum, dad and the kids is still by far the norm, which is not the impression being given to the children who are the target of this indoctrination.

Video: “Respecting myself and others”.
The first question is “what is respect?”8 The answers given are so generalised that no one can take issue:

  • “being able to accept everybody for exactly who they are.”
  • “treating someone the way that you would want them to treat you.”

But as with the rest of this video series, viewers are being set-up. The next question is a loaded one, “why do some people hate others because they are different?” Mum Rachel explains that people shouldn’t hate anyone because of the colour of their skin for example—we all agree. Then a trap is set for the viewer, as Leo explains:

“People write some horrible things on the internet about transgender people. But I know those people just don’t know any better yet and that they would say mean things about anybody that they don’t understand.”

What those “horrible things” were is unstated. But as Christians we would denounce such “horrible things”, we are commanded to always “speak the truth in love” (Ephesians 4:15). PHSE teacher Kate delivers a death knell for free speech, stating:

“people can go to prison, if it’s shown that they are being disrespectful or hateful to people because of a difference that that person perceives.”

Indeed, there have been cases of heavy-handed police responses to street preachers who, upon being questioned about their beliefs, simply declared the biblical perspective on marriage. Others have had careers destroyed for holding biblical standards.“Why is being gay an insult?” It is a leading question, however, and the correct response would simply be that people should not be insulted, for any reason. Head teacher Kyra replies:

“So you might not understand what it is to be gay, but you respect it, because you recognize that everybody is different … That’s what respect is about, its being able to recognize the differences. Celebrate them, and think, wow, that’s amazing, you’re absolutely incredible! I don’t understand it, but I do respect it. So it’s a huge word, ‘respect’, and it’s something integral to being a great person in society … ”

Here the equivocation is seen in conflating disagreement with ‘hate’, and ‘respect’ with celebrating behaviours that one disagrees with. These ideas are not the same, leading to conflicts of conscience, curbing of the freedom of speech, and the imposition of totalitarianism.

The Fallout has begun
The consequences of this video series and the new RSE curriculum are being felt already, and look to get worse. The new government curriculum has allowed LGBTQ activists to infiltrate education to an alarming degree, focusing on primary (elementary) children. For instance, the ‘No Outsiders’ programme is a radical teaching course promoting LGBTQ doctrine to schools. In March 2019, this led to mass protests outside the gates of a Birmingham school (UK), mainly by Muslim parents who were concerned about the indoctrination of their children with homosexuality, contrary to their firmly held religious convictions.
10 This was a big story in the UK’s national news. Similar things are happening in other western countries.

Recently, two ten year-old Christian school children, Kaysey and Farrell, were severely punished for asking to be excluded from LGBTQ-month-inspired lessons and the school’s ‘pride-march’. Christian Concern has taken up their case.11 They were held in isolation for five hours, before being expelled for five days, a punishment normally reserved for pupils who have physically assaulted teachers or have committed some other serious offence. The girls have not been able to return to that school, due to safeguarding issues surrounding their brave stand. The first-hand testimony of Kaysey is heart-rending to watch and is available on YouTube.12 She explains that other pupils felt distressed at the LGBTQ teaching in subjects as diverse as maths, English, and sports. They were even forced to watch videos promoting the sex reassignment of a young girl transitioning to become a ‘boy’. Furthermore, parents were not informed about the lesson content that was shown to their children.

Driven to pray—and resist!
Of course, what has been related in this article, while specific to the UK, is being mirrored in many other western nations. It should drive Christians to their knees in prayer. But it has been a long time coming, with the warning signals having been seen a long time ago. The spiritual state of western nations reflects the spiritual state of the Church, which allowed unbiblical thinking to erode theological foundations. When the mainstream Church forsook the history in Genesis in favour of evolutionary thinking, many decades ago, the moral authority based on the historical reality of humankind’s creation (Genesis 1 and 2) was lost. We must boldly and bravely insist that man was created male and female—equally in the image of God—that this is the fundamental basis for marriage, sexual ethics, and gender identity.

What can Christians do, now that the floodgates of ungodliness and anti-biblical thinking have been opened wide? Christians must pray for their nations, for political leaders, Christian leaders, teachers and many more in positions of authority and influence (2 Chronicles 7:14). Christian parents should carefully consider how they act when their children face such indoctrination contrary to their faith. For instance, the Birmingham schools’ protests, mentioned above resulted in the ‘No Outsiders’ programme being pulled from the curriculum (although there are other moves to restore it). There is every place for peaceful, civil protest, and for parents to make their feelings known to their representatives on town councils, in local and national government and so on.

Should Christian parents consider alternatives to state-run schools, such as Christian schools or home-schooling? This is becoming an ever more attractive option. At least for now, it is still a legal option to home-school in many countries (though not strictly legal in all European countries). Whatever choices parents make, CMI seeks to support parents and educators by providing many Christian based educational materials—see for example CMI’s Parent’s Corner.Matthew 16:18). As the darkness becomes more intense, so shall the light shine even brighter—“Come Lord Jesus” (Revelation 22:20).

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Date published: 23/11/2019

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