One of the most prominent medical schools in the nation wants to instill in its graduates the misguided notion that increasingly popular societal beliefs about gender identity and transgenderism are facts.
Recently, Harvard Medical School announced a project referred to as “The Sexual and Gender Minorities Health Equity Initiative.” Harvard’s website explains that the program’s goal is “all students and faculty clinicians can become exceptionally well equipped to provide high-quality, holistic health care for sexual and gender minority patients of all ages.”
The new initiative aims to accomplish an extensive overhaul of the college’s coursework in the hopes of eradicating “assumptions or errors about sex and gender, such as conflating sexual orientation with gender identity, presuming gender is immutable or treating heterosexuality as a default.”
Harvard’s website says, “The plan encompasses curriculum reform, faculty development, continuous quality assessment and global dissemination, as well as increased efforts to recruit and support students, faculty and staff with interests or experience in [sexual and gender minority] health.”
Describing the objectives of the curriculum changes, Harvard Medical School faculty member Jessica Halem wrote on the college’s website, “unearthing where wrong ideas are unwittingly getting cemented in people’s heads and correcting them from the beginning so they don’t have to be unlearned later. [The initiative is] about rewriting the stories and the language we use, built around a better understanding of how sex and gender really work in people’s lives.”
The dean for medical education at Harvard Medical School, Ed Hundert, stated, “The most powerful vehicle to effect durable, meaningful change across current and future generations of clinicians in all specialties caring for LGBTQ patients is singular: education.”
Despite being proud of their endeavors to support the LGBTQ community, Harvard Medical School and its faculty have resisted commenting about the planned curriculum changes. The College Fix asked numerous officials at the college for more details about the initiative. The website also requested a copy of the proposed plan and an explanation regarding which parts of the curriculum are supposed to change. In both instances, the college didn’t provide a response.
In 2018, Harvard Medical School condemned the Trump Health and Human Service’s Department’s decision to officially define sex based on a person’s immutable biology. However, the college was tight-lipped concerning their in-house teachings on gender and sex. Harvard Medical School referred to the Trump administration’s definition as “medically inaccurate.” But, they refused to state why they felt this way. “The Sexual and Gender Minorities Health Equity Initiative” represents the second such overhaul of Harvard’s MD coursework in less than four years.
Gender identity and transgenderism liberal agendas aren’t merely being subjected to young adult and adult college students. Alarmingly, young kids are also being propagandized in policies that may be offensive to believers. If new health guidelines are approved, elementary students in the state of California will be the newest targets of leftist sexual indoctrination. The guidelines are enumerated under the California Department of Education’s propositioned Health Education Framework. They’re comprised of educational resources that instruct kids to reject traditional stereotypes about gender while embracing a rainbow of gender alternatives.
The suggested book titled “Who Are You?” teaches children of the existence of at least 15 different genders. The book maintains people can’t possibly determine whether a baby is a girl, a boy, or something else entirely. An excerpt from this disturbing work reads, “Babies can’t talk, so grown-ups make a guess by looking at their bodies.” One chapter in the controversial guidelines provides recommendations concerning how to talk about sexuality with kindergarten students. The chapter states, “Discuss gender with kindergarteners by exploring gender stereotypes and asking open-ended questions, such as what are preferred colors, toys, and activities for boys/girls, and then challenging stereotypes if presented.”
Chapter three goes on to say, “Throughout this discussion, show images of children around the same age who do not conform to typical gender stereotypes. Examples do not have to be exaggerated or overt. Simple differences, such as colors or toy preferences, can demonstrate acceptance of gender non-conformity.” If the guidelines are approved, parents would not have the opportunity to opt their kids out of the initiative.
Pray for those involved in all levels of education who are being subjected to views that don’t align with their closely held Christian beliefs.
~ 1776 Christian
