Unless you’ve been hiding under a rock somewhere over the last couple of years, you’ve witnessed a drastic increase in the LGBTQA+ agenda in our nation. This agenda is well funded and far more organized than you might want to believe. While the stories of transgender athletes dominating women’s sports is concerning, you must know that this agenda transcends beyond swimming and track & field competitions. It involves a well organized political indoctrination campaign. In short, it’s called—discipleship.
A number of Disney employees are protesting what’s been called Florida’s “Don’t Say Gay” bill. The employees are protesting as Gov. Ron DeSantis plans to sign the “Parental Rights in Education” bill into law in the state of Florida. This controversy has sparked much attention. What’s the issue? The bill will restrict K-3 grade students from being instructed or influenced by gender identity curriculum in the classroom. Once again, it points to the obvious reality that the LGBTQA+ agenda is using the classroom to make disciples, and this decision doesn’t fit within their deconstructive framework.
Ground Zero
The public school system and university campus have become ground zero for LGBTQA+ grooming. It’s called discipleship. Parents, if you don’t make disciples in your home with a biblical worldview, the enemy will gladly provide a worldly substitute. Such substitutes are offered by friendly and often very knowledgeable teachers and professors who engage in grooming activities to lead struggling children or teens into embracing a LGBTQA+ lifestyle.
The public school system and university campus have become ground zero for LGBTQA+ grooming. It’s called discipleship. Parents, if you don’t make disciples in your home with a biblical worldview, the enemy will gladly provide a worldly substitute.
The grooming starts early with children. For instance, one controversial activity that has become popular in many cities across our nation is “Drag Queen Reading Day.” This is an event sponsored by local libraries where transgender men who are obviously pretending to be women are given a public platform and access to children in a way that seems fun and interactive for children, but it’s extremely powerful.
Children will respond to the drag queen like you might expect them respond to a fun character at Disney World. They enjoy the costume and the fun stories. However, the transgender man is dressed up in a glitter covered costume with loads of makeup and eyelash extensions as an ambassador to deliver a message. The message is about gender fluidity. The goal is to make disciples and allies in local communities in order to normalize transgender and homosexual behavior in the eyes of little children and their parents. Remember the word of the year for 2021 for Dictionary.com? It was allyship.
Prior to their first day of kindergarten, little children are attending these powerful experiences in local libraries and this prepares their mind and heart to receive the more extensive grooming instruction as they enter the local school system.
The Wave of LGBTQA+ Studies
There has been a steady agenda to impact students through curricula within the local school system and university campus for decades. Back in 2008, a lesbian student at a high school in Vallejo, California filed a complaint with the American Civil Liberties Union (ACLU) accusing the school district of discrimination. The settlement involved the introduction of films that were assigned to students as a homework assignment that depicted homosexual families. This assignment was issued as early as elementary school.
The agenda has picked up speed in recent years. An article published by Time Magazine back in 2014 was titled, “It’s Time to Write LGBT History into the Textbooks.” The social justice agenda has dramatically intensified the homosexual agenda in the sphere of education. For instance, back in 2016, California became the first state to add the LGBTQA+ agenda into the public school curriculum. After the new law passed and the new framework was adopted into the school system, it was highly praised by the California Superintendent of Public Instruction, Tom Torlakson who called it “a big win.” He stated the following:
This document will improve the teaching and learning of history and social science. It will give our students access to the latest historical research and help them learn about the diversity of our state and the contributions of people and groups who may not have received the appropriate recognition in the past. 1“California’s students will soon learn more LGBT history in schools” of the Los Angles Times, published on July 14th, 2016.
This change of public school teaching policy and curriculum revision means that children as early as eight years of age will be taught that some families have two moms or two dads. In the fourth grade, students will learn about Harvey Milk, “a New Yorker who was elected to the San Francisco Board of Supervisors in 1977 as California’s first openly gay public official.” In the new framework of the California public schools, Chapter 5, “People Who Make a Difference,” states:
In Standard 2.1, students develop a beginning sense of history through the study of the family, a topic that is understandable and interesting to them…Through studying the stories of a very diverse collection of families, such as immigrant families, families with lesbian, gay, bisexual, or transgender parents and their children, families of color, step- and blended families, families headed by single parents, extended families…families with disabled members, families from different religious traditions, and adoptive families, students can both locate themselves and their own families in history and learn about the lives and historical struggles of their peers. In developing these activities, teachers should not assume any particular family structure and ask questions in a way that will easily include children from diverse family backgrounds. They need be sensitive to family diversity and privacy, and to protect the wishes of students and parents who prefer not to participate. 2See the 2016 History-Social Science Framework of the State Board of Education of California adopted on July 14, 2016—Chapter 5, “People Who Make a Difference.” – … Continue reading
In New York, the agenda is open and advanced. Take for example the CR-S (Culturally Responsive-Sustaining Education Framework) as explained on the New York State department of education website NYSED.GOV:
The CR-S framework helps educators create student-centered learning environments that: affirm racial, linguistic and cultural identities; prepare students for rigor and independent learning, develop students’ abilities to connect across lines of difference; elevate historically marginalized voices; and empower students as agents of social change. 3http://www.nysed.gov/curriculum-instruction/culturally-responsive-sustaining-education-framework
The website goes on to explain:
A complex system of biases and structural inequities is at play, deeply rooted in our country’s history, culture, and institutions. This system of inequity — which routinely confers advantage and disadvantage based on linguistic background, gender, skin color, and other characteristics — must be clearly understood, directly challenged, and fundamentally transformed. The New York State Education Department (NYSED) has come to understand that the results we seek for all our children can never be fully achieved without incorporating an equity and inclusion lens in every facet of our work.
From the local library with “Drag Queen Reading Day” to the local school system and by the time the child enters the university campus—the intensity increases dramatically. Since transgender reading programs are optional and some local school systems across the nation are far more conservative, many professors make it a priority to influence and indoctrinate students upon arrival on the university.
A close friend who has served in Campus Outreach ministry for the last 25 years once told me that he can often spot a first year student on the campus—especially the first week or two. He said it’s like they have a neon glowing sign on their forehead that says, “Influence Me!” The reality is, liberal professors not only see this too, but they have the control of the syllabus and reading assignments. They also have control of the microphone in the classroom and it’s through these formative moments in the classroom that Christianity is mocked and the LGBTQA+ agenda is normalized.
This agenda is real and has been gaining momentum for decades. When the Equality Act is passed into law, it will open the floodgates and many once conservative schools and teachers will be forced to comply.
The Biblical Responsibility
Many Christians are concerned, and rightly so, but we must do far more than just agree to “not say gay.” We must go well beyond the line of just teaching our children that drag queens are not queens to be celebrated in our culture. What’s required is more than a response. It’s a responsibility. The discipleship of children is the responsibility of parents. This has not only been something that parents have had to learn from the beginning, but to relearn in the wake of the age graded school system that has impacted the way in which parents approach discipleship in the home, but also in the life of the church.
We have been conditioned to believe that discipleship is a drop-off event where we drive up and deliver our children to the experts who are responsible for educating and discipling our children.
We have been conditioned to believe that discipleship is a drop-off event where we drive up and deliver our children to the experts who are responsible for educating and discipling our children. According to Deuteronomy 6, parents are called to teach and instruct their children. “You shall teach them diligently to your children, and shall talk of them when you sit in your house, and when you walk by the way, and when you lie down, and when you rise” (Deut. 6:7). Proverbs 22:6 instructs parents to “train up” their children. In the New Testament, we see the responsibility of instruction placed on the father’s shoulders to raise their children “in the discipline and instruction of the Lord” (Eph. 6:4).
As parents, we are called to engage, instruct, and disciple our children for the glory of God. As we continue to watch the darkness spread across our land, we must be gaining resources, tools, and ultimately taking responsibility to educate our children through a proper biblical worldview. Likewise, look for opportunities to build community within your local church and explore alternatives to public universities. If you don’t have children at this point, begin exploring home education plans and philosophies in order to prepare yourself for the future.
I’m often asked to give recommendations to universities that I trust. While there are some good universities around the nation, I often recommend The Master’s University in California. I trust their faculty and know that the students receive a quality education. However, as we continue to look to the future, we need more universities like TMU around our nation.
Discipleship is a process and this process takes time. Every day is a gift from God, so let’s use this time to have quality conversations around the supper table, family worship, and raise up disciples who will boldly and unashamedly walk by faith for the glory of God with the torchlight of gospel truth.
References
| 1 | “California’s students will soon learn more LGBT history in schools” of the Los Angles Times, published on July 14th, 2016. |
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| 2 | See the 2016 History-Social Science Framework of the State Board of Education of California adopted on July 14, 2016—Chapter 5, “People Who Make a Difference.” – http://www.cde.ca.gov/ci/hs/cf/sbedrafthssfw.asp [accessed 4-13-17]. |
| 3 | http://www.nysed.gov/curriculum-instruction/culturally-responsive-sustaining-education-framework |
