On Friday, April 15 many schools across the country will allow students to take part in the pro-homosexual Day of Silence, an event promoted by GLSEN – the Gay, Lesbian and Straight Education Network.
On the Day of Silence, students refuse to speak all day – including during class – supposedly to show sympathy for LGBTQ issues. While Day of Silence organizers claim the goal is to combat the bullying of LGBTQ youth, the main goal is the normalization of abnormal sexuality. Not only does the Day of Silence promote the acceptance of any and all forms of sexual identity, but it also fosters contempt for any viewpoint that doesn’t align with the LGBTQ agenda. The underlying purpose is to undermine the moral teaching students may have received from parents or church leaders which foster disapproval of homosexuality and transgenderism.
In essence, it’s a day of indoctrination, labeling those who disagree with the LGBTQ agenda as intolerant haters.
While the Day of Silence is labeled as a student-led activity, many schools actively encourage the event and allow for pro-LGBTQ materials to be used in classes provided by groups such as GLSEN. School administrators claim the activities are designed to foster acceptance – however the concern is exactly what is being “accepted.”
As Laurie Higgins wrote in an article published by Illinois Family Institute:
While it is legitimate to teach students that there exist diverse opinions on the issues of homosexuality and gender dysphoria, it is not legitimate for an arm of the government to imply that one set of opinions is preferable to another. While it is appropriate to teach acceptance of people, meaning that we should treat all with civility, it is not appropriate to suggest that students should accept one set of beliefs about homosexuality and gender dysphoria and reject the other. One can accept persons while rejecting their beliefs, desires, and life choices. These important distinctions are never made in public school discussions of “acceptance.”
Another oft-repeated mantra is that the goal of DOS is to keep “LGBTQ” students safe—a goal all decent people share. The rhetoric of “safety,” however, substitutes speciously for the more accurate term of “comfort.” To suggest that in order for those who self-identify as homosexual (or “transgender”) to be “safe,” no one may disapprove of homosexual conduct is both absurd and dangerous. If this understanding of “safety” were to be applied consistently, all statements of disapproval of any behavior would be prohibited. …
The Day of Silence is successfully manipulating students to emotionally identify with LGBTQ issues out of misapplied compassion as those who embrace LGBTQ lifestyles are portrayed a victims of hate and prejudice. For example, take a look at some of the material GLSEN provides to students:
However the real victims are the young people who are being brainwashed to accept and practice lifestyles that will not lead to happiness, no matter how much they are celebrated and normalized.
What we cannot do is remain silent and allow such indoctrination to take place! Remaining silent in the face of this moral revolution has led us to where we are today.
If you are a parent with children in public (or even private) schools, contact your child’s teachers and school administrator and ask if they permit students to take part in the Day of Silence during instructional time or in any way promote or allow Day of Silence activities. If the answer is unsatisfactory, consider keeping your children home on April 15.
If we remain silent about the Day of Silence we, too, are complicit in the indoctrination of our children.
The Illinois Family Institute offers these suggestions:
Questions to ask administrators:
•Do you permit students to refuse to speak during instructional time on the DOS?
•Do you permit teachers to refuse to speak during instructional time on the DOS?
•Prior to the DOS, do you notify all parents about it, including sharing complete information about GLSEN’s role in organizing and providing materials for it and informing parents about what will be permitted in the classroom?
Questions to ask teachers:
•Do you create classroom assignments or activities that accommodate student-refusal to speak on the DOS?
•Do you teach lessons on oppression, censorship, or bullying in class on the DOS?
•Will you be using any information from GLSEN to shape or inform your activities on the DOS?
•If you accommodate student-refusal to speak and/or shape activities around ideas promoted by GLSEN for the DOS, will you be notifying parents ahead of time?
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