FUTURE VOICE Magazine IX | SEX EDUCATION
The ninth magazine for our series HUMAN RIGHTS | Voices is online now!
Comprehensive Sexuality Education
This magazine is dedicated to the topic of the new curricula for Comprehensive Sexuality Education (CSE) , which are currently becoming compulsory for day-care centres and schools worldwide.
These curricula are based on the thesis that children are born as sexual beings and that this sexuality must be satisfied and trained from the very beginning, i.e. from birth. The initiators promote the programmes as ‘evidence-based’ and uniformly refer to the ‘scientific research findings’ of zoologist Alfred C. Kinsey, presented in his book ‘Sexual Behavior in the Human Male’. Kinsey's ‘research’ was funded by the Rockefeller Institute, with the backing of Indiana University.
The programmes strive to establish spaces for masturbation in day-care centres and schools. They promote early childhood sex as beneficial to health and use pornographic content and sexualised performances to convey the content. They describe anal sex & sex toys as natural practices of physical togetherness. And they declare the right to sexual satisfaction and to the free choice of gender as an inalienable right of the child, i.e. as part of Children's/Human Rights.
In order to be able to place the programmes unhindered in day-care centres and schools, the rights of parents to influence the content are restricted to the maximum. A duty of confidentiality is imposed on the children. They are urged not to tell their parents about the content of the lessons. Parents are denied the right to exempt their children from comprehensive sexuality education classes.
The established media and magazines for parents & family promote the new programmes largely uncritically, without illuminating the important background information. A proper presentation of what scientific evidence underpins the thesis that children have sexual needs from birth does not take place in the public sphere.
Instead, the whole package is enthusiastically sold under a rainbow flag, with slogans for tolerant coexistence. A critical view of the programmes is immediately branded as intolerant and homophobic. Critical voices from the ranks of the LGBT community, under whose banner all this is being established, are censored at breakneck speed and banned from social media; they are covered with death threats, and the flow of money to them (through donations) is blocked.
The clear signal: a public discussion involving parents and professionally qualified voices is definitely not wanted.
The driving forces behind the introduction of these new programmes are the Kinsey Institute, Planned Parenthood, the Sexuality Information and Education Council of the United States (SIECUS). UNESCO and WHO are pushing the introduction of comprehensive sexuality education with huge sums of money, financed by the taxpayer.
Mentally healthy, empathetic people, studying the new curricula fills them with incomprehension, disgust and a natural resistance, with the need to protect our children from it.
Is it really the children who benefit from the currently so vehemently pushed worldwide implementation of these programmes?
If we asked the children, they would answer us:
Millions of children in this world are starving, we have no access to fresh water, we have no home; we are fleeing war and disasters by the millions. We grow up without protection because our parents are killed in war, die of hunger or diseases.
We have no access to good education that would open up dignified career prospects for us. We do slave labour instead of having a childhood. The only world we know is the inhuman collective shelters of huge refugee camps.
Every day, hundreds of thousands of us are sold to Paedophiles (Pedopredators) around the world through child trafficking. We are forced to prostitute ourselves. We are hunted down and killed to cannibalise us and sell our organs. ...
We have no future in this world.
A closer look at the new curricula as well as the ‘scientific’ foundation on which they are based reveals a completely different set of profiteers. And the language used by the initiators to gain acceptance for the programmes in society seems like a sophisticated, highly manipulative game with words.
We are dedicating this magazine to a closer look at these aspects.
It immediately becomes clear that the new philosophy of comprehensive sexuality education is based on very dubious findings that can hardly be described as scientific and does one thing in the long term, as it does primarily – desensitise children's natural protective mechanisms, sexualise children and normalise, legitimise and legalise sexual contact between adults and children.
With more and more people becoming aware of what has become a veritable epidemic of Paedophilia (Pedopredation) on this planet, and with the so-called ‘elites’ no longer able to cover up their crimes against children, the normalisation of Paedophilia is a vital move for those whose hunger for sex with children will never be satisfied. And so are those who make billions in profits from an industry that satisfies these needs – through child pornography and child trafficking.
Children who have been sexually conditioned from an early age, trained in the sex practices favoured by Paedophiles (Pedopredators) and who have also learned to keep quiet about it: a society that sees it as a liberal virtue to open the door to its children to Paedophiles, so that they do not have to fear prosecution, is a long sought-after goal of all Paedophiles and their lobby associations.
Who do you think will teach the children in the schools?! The comprehensive sexuality education programmes will lure Paedophiles en masse into the relevant positions – like blood to sharks.
The second huge group of profiteers is undoubtedly the pharmaceutical industry. A mass of gender-confused children and young people, in a deeply sick society without authentic role models, in search of their own identity and truthfulness, will inevitably end up sooner or later in the web of the pharmaceutical industry and in dependence on drugs. Be it puberty blockers or anti-depressants.
And the doctors who mutilate the health and bodies of young people before they are even able to grasp the implications of gender reassignment are also making enormous profits.
The fact that gender reassignment is not really possible from a biological point of view and means a lifelong dependence on medication is an information that is also kept unmentioned in the course of the whole gender hysteria. Here too, the initiators of the sexual ‘New Normal’ are vehemently intent on getting parents out of the way and enabling children/young people to follow the artificially pushed trend of ‘free choice’ of gender without parental consent.
Children possess the capacity for unconditional love with which they look at the world and people. And they depend on this same love from their environment for their survival and development in order to thrive.
This is perverted by the forced comprehensive sexuality education programmes. The capacity for unconditional love is overwritten in early childhood by the sexual concepts of mentally dysfunctional adults, sold as love. It is common knowledge that Paedophiles try to seduce children into sexual acts by advertising this as love. A child, who in no way yet has the maturity and knowledge to recognise these differences, is thereby conditioned to classify sexual assault as love. And it will not resist in a society that legitimises this, because it wants and needs one thing above all else, to be loved and to be accepted.
Children who have sexual behaviour forced upon them at a young age, who are sexually abused, are all traumatised. This is proven by countless reports from survivors. Their innocence, their lives and ultimately their souls are stolen from them.
The achievement of Human Rights was largely invalidated in 2020/21 due to the ‘pandemic'. The rotten shell that is left of it is now shamelessly used to impose the comprehensive sexuality education programmes without discussion. This runs through almost all the curricula of the new programmes.
For example, the ‘It's All One’ Curriculum refers to Article 3 (Everyone has the right to life, liberty and security of person.) and Article 5 (No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.) The right to bodily integrity and control over one’s own body is now reinterpreted as the right to sexual gratification, to abortion and to gender reassignment.
People currently have no right to protect their physical integrity and that of their children by avoiding vaccination with an experimental mRNA vaccine, but they are granted the ‘right’, the duty, to have their children taught sexual practices from birth through an anonymous education system.
A discussion about the fact that these programmes legitimise and promote sexual abuse of children is consistently preempted by simply making the blunt assertion that comprehensive sexuality education prevents abuse.
Can’t child sexual abuse be combated much more effectively by ending the cover-up of thousands of reported abuse cases and finally holding perpetrators accountable?
The ‘New Normal’ prescribes unconditional obedience here as well, hides behind ‘social justice’ empty talk once again and further eliminates any emergence of common sense.
Human Rights are perverted to the extreme by these curricula and publicly declared dead.
We want our children and future generations to grow up in a healthy society and to mature into self-reliant, independent thinking human beings; equipped with the true knowledge they need to realise the full potential of their human existence. Should we not teach our children first and foremost what human dignity means and how to walk upright through life?
The human being consists of much more than a body and sexual organs. The focus on sexual gratification, as it is currently being propagated, serves only to degrade the human being and distract him from what he should really be looking at. The true knowledge of what distinguishes human beings and what they are capable of is being lost more and more. Neither schools nor society teach our children this knowledge.
This also applies to the millennia-old knowledge of the value of sexual power as a highly creative force. A power that lies in the loving, conscious union of two mature, knowing human beings.
The forced comprehensive sexuality education programmes do not teach this knowledge, but push for an impulse-driven behaviour that declares short-term sexual satisfaction as the highest goal in life and tempts to consume other people. A generation so conditioned once again loses sight of the true value of love, sexuality and life.
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