Identity Problems – A Frank Discussion

Several weeks back, I made the declaration that the more labels a person adopts, the harder it becomes to be a person and know who you are.  Multiple labels saddle a person with mental struggles that become physically exhausting.  Each label comes with social responsibilities, cultures, and expectations that cannot be shirked as long as a person has adopted that label.

For example, I am a dual-service disabled veteran.  Thus, I carry the cultures, expectations, and responsibilities of sailors and soldiers.  Consider what the expectations of a soldier are, and that image is part of the identity and societal responsibilities for being a veteran soldier.  Being disabled carries societal expectations, both mental and physical burdens.  Consider the Marines, and every Marine is a Marine for life!  You graduate basic training and earn the title Marine, and you will ALWAYS be a Marine!  Again, that title and label hold societal expectations voluntarily onboarded, and never will a Marine lose the attitude and social expectations of Marines.

The same is true of every single label a person voluntarily chooses for themselves.  The label will attract specific people into your social circles, but only as long as you willingly live the life expectations of that label.  Each label selected will form identities and mental challenges to meet the social expectations, a heavy burden indeed!

In a recent Tik Tok video, a person proudly declares more than 50-labels, preferred adjectives and pronouns, and identities. The video lasted more than 3 minutes, and I felt sorry for the exertion this person will face every minute they have these identities onboarded.  Another person watching this video declared that the subject claiming their labels was mentally ill; I agree with that sentiment.  Why; because the subject will never know who they are because of the noise of the labels, which includes the social pressures, the responsibilities, and the expectations.  I do not know the name of the person in the video, I would not share that video due to the privacy respect I have for others.

Who are you?

Even though current society in 2021 declares confusion between who and what a person chooses to be, not what are you.  For example, I do not like, nor do I onboard, the identity of disabled.  I am NOT disabled, handicapped, injured, and working on healing, but NOT disabled.  Consider the power of words for a moment.

The transitive verb “dis” means to show disrespect, insult, or criticize.  As a prefix, “dis” is defined as the opposite of something, depriving someone of something, excluding someone, or expelling someone.  Thus, a disabled person is either being disrespected, insulted, or criticized, deprived, excluded, expelled, or is the opposite of able.  Frankly, when we are made aware of the etymology of words, we are then more aware of why people choose to adopt or not adopt certain words and labels.  Do we understand this problem of labels just from an etymological perspective?

Regardless of plasticization, words hold power over the mind.  Words become identities, thoughts become things, and research supports that labels hurt mental processes and can permanently scar.  Yet, who and what a person chooses as their identities are not considered a problem in current society or a mental illness.  People’s choices reflect their identities to attract those in socially accepted circles.

Thus, who are you?  Who do you choose to be?  Are those identities sufficient?  While not as important as who a person is, the last question ranks a close second.  How many identities can you physically onboard and live successfully?  As a fan of simplicity and a follower of the KISS rules, as detailed by Murphy, the god of perversity, I keep it supremely simple to protect my energy levels and allow my identity to shine through.  Having only a few identities enables me to select social commitments, restrict the mental noise and exertions, and hold myself accountable to a few identities to grow as a person.

Returning to the Tik Tok video subject and their 50+ labels, identities, and preferred pronouns, we must ask, what is sufficient?  A follow-on video by this person reflected the physical exertions from conforming to identities and social pressures.  Worse, this person had onboarded several more labels and identities. They reflected the mental illness and physical drain caused by trying to live up to all the label responsibilities.  An extreme example; unfortunately, no; the pressures to onboard labels and identities have grown exponentially, mental problems are too significant to quantify, and they are growing.

Not just in America, the confusion about who a person is, the identities, and their inherent loads, have become a global phenomenon.  What are the mental health professionals doing; causing harm by not discussing the physical and mental exertions of onboarding too many identities.  It is up to the individual and parents of minor children to understand and help learn and teach simplicity in labels allows growth as a person, not more identities, but less.  Fewer identities provide freedom for growth, identity exploration and empower mental health, leading to improved physical health.

Identities

As a pre-teen, I struggled with the concept of my identity.  Religion was a curse, my family was worse, and I did not know who I was, thus strangling what I could do or become.  I got jealous of how my sister could get away with breaking the rules and thought I should be a girl.  I struggled with wanting to be a girl for several years as I learned who I was and what I wanted to be.  If this problem occurred right now, professionals would counsel me to adapt and change my body through drugs and surgery, compounding my identity problems.  Yet, what helped, was getting to know me!

I had several people help me form an identity I could be comfortable living with as I explored my options, fought to understand my role and purpose, and embraced my potential.  It took time, lots of time.  It required patience with myself, a moral code I could live in, and a desire to learn—all of which I had to develop from scratch.  My identity is forged in the fires of adversity, for the consequences of my choices during this time played a role in how I went to school, what I chose to learn, and where I found employment and socially accepted company.  Some of those consequences hang around even all these many years later.  Some consequences I have been able to live long enough to survive.

Worse, as I have learned more about myself, my identity has changed, bringing with it consequences of change.  Music, movies, humor, education, and more are part of an identity that forms a life.  Choices bring consequences; how we value those consequences (e.g., good/bad, profitable/unprofitable, etc.) will determine our eventual destiny towards understanding who we are, so we can become what we desire to see in the mirror.  More lessons I had to learn, then and only then, could the value of religion be discovered, the value of family understood, and honor and pride and commitment to self appreciated as an identity to live.  Crucial to this growth and development, I know when to cut social ties, drop music and movies into the trash, and I am imperfect in changing, but I have some lessons I would see others learn to avoid pitfalls.

      1. Commit to learning using the question, “Who am I?” as a core principle to discovery.
      2. Allow yourself time to think, ponder, and consider before committing to an identity. I always wanted to be a soldier, but I loved the ocean.  I did not understand the value of these paradoxical options, and by rushing headlong, I had to learn an identity after living that identity.  Arduous path; know first, then adopt an identity.  Let me try and simplify that with my favorite axiom,  learned as an Emergency Medical Technician, “Never take your body where your mind has not traveled first!”
      3. Comfort is key. If you are not comfortable, your conscience tells you something is wrong.  An identity should require physical strain and mental confusion.  Yes, you can delude yourself for a time/  Ultimately, your conscience, spirit, intellect, whatever you call your inner voice, will break through and tell you your identity is not mentally acceptable.  If your identity choice is not comfortable, it will affect your physical health negatively.
      4. Never stop learning; learning leads to change, and change is good!
      5. When in doubt, turn to lesson two, give yourself more time before committing to an identity.

I love hard rock, big hair bands, and southern rock.  Steel guitars, banging drums, and headbanging to an excellent beat are an identity with power.  But headbanging gives me incredible headaches.  Too much rock and roll, and I cannot think clearly, and the ability to control my thinking is paramount to me.  Do I adopt the headbanging identity or not; sometimes, I am all in for a solid rock fest.  Mostly, I listen to the inner voices and moderate my music.  See, lesson two continues to hold power and lesson four keeps me thinking how much longer will I affect my identity with an uncomfortable identity with physical pain.

Choose carefully, evaluate often, and allow yourself the freedom to grow by not onboarding labels without due consideration.  Please, consider your gender and biological sex as integral to your ultimate destiny and comfort.  Before you are comfortable in your skin, you have to be comfortable in your mind!  If you want to explore identities, explore, but explore smartly and be cognizant of the social responsibilities, expectations, and cultures inherent with an identity.  Observe those with those identities closely for the consequences of thier identity.

I cannot betray a confidence, but I have witnessed how traumatic experiences can be the impetus for forcing an identity change.  A close associate went to a party, had a mickey slipped into their drink, and woke to a new reality.  The consequences of other people’s identities can negatively impact your identity, especially if you do not know who you are!

I have never been comfortable with the hard rock, headbanging social aspects of rock and roll identities.  The illicit drug use, the promiscuous sexual encounters, and the extremes in living frankly scare the hell out of me!  But, I love the music, and I love much of the wardrobes in this identity, even though I will NOT wear makeup and cannot play a musical instrument.

Life is a journey; travel safely using the axiom, “Never take your body, or anyone else, anywhere your mind has not already traveled.”  Think, ponder, consider, and then act confidently.

© Copyright 2021 – M. Dave Salisbury
The author holds no claims for the art used herein, the pictures were obtained in the public domain, and the intellectual property belongs to those who created the images.  Quoted materials remain the property of the original author.

Bigotry or Racism – Low Expectations For Thee Produce Problems for We!

Angry Wet ChickenA headline on YouTube today discussing the bigotry of low expectations in public schools has me fuming.  Having written multiple times about how it is racist, immoral, unethical, and illegal to treat people differently based upon the poverty of their parents, and in doing so hinder the potential of a learner, is criminal child abuse of the worst kind!  Yet, what do we find in the news, all but daily; lower expectations based upon poverty, race, religion, handicap, and so much more because of the inferior minds of the teachers and school boards.

What is Bigotry?

Knowledge Check!Bigotry is being obstinate and intolerantly devoted to one’s own opinion and prejudices; of course, bigotry also classifies one as believing in the characteristics of a bigot, but that is another discussion entirely.  A teacher or school board member holding onto the myth that a student’s race or “economic classification” restrains that student’s potential is a bigoted method of thinking that should have been stomped out of public schools in the 1940s or earlier.  However, as this blog has recorded, the public schools in America have been purposefully designed to create dullards, anti-scholars, and functional illiterates since the early days of the 1900s, courtesy of John Dewey.

What is Racism?

Bobblehead DollRacism is the adherence to the fundamental belief that race is the single most important determinant of human traits and capacities, that racial differences produce inferior and superior races, and harmony among people can be achieved through racial ranking.  Essentially, racism takes bigotry and hones and focuses bigotry on racial differences as the sole determinant between people.  What is not said, not implied, and not discussed is that bigotry and racism are extensions of each other; thus, to call low expectations bigotry is to name those holding low-expectations racists nicely!

Why Does the Difference Matter?

From the article, “The Soft Bigotry of Low Expectations… Through Mathematics Education,” on the Racial Equity Institute, LLC website, we find the following:

The phrase “the soft bigotry of low expectations” was coined by President George W. Bush in 2000 in a speech to the NAACP that marked the launching of the No Child Left Behind (NCLB) Act. Bush asserted discrimination is still a reality, even when it takes different forms. Instead of Jim Crow, there’s racial redlining and profiling. Instead of separate but equal, there is separate and forgotten” (George W. Bush’s Speech to the NAACP, 2000). After promising that his administration would enforce civil rights, Bush announced that he would be confronting “another form of bias: the soft bigotry of low expectations…” (George W. Bush’s Speech to the NAACP, 2000). He acknowledged that educational achievement gaps fall along socioeconomic and racial lines but evaded discussing any systemic causes of these gaps.”

Plato 2What are these systemic causes for gaps?  The answer is relatively easy, simple, and straightforward, and no single piece of legislation will fix the problem until the 800#-Gorilla is addressed.  The Public School system was intentionally designed to mentally abuse children, classifying their potential by race, religion, color, sex, gender, handicap, socioeconomic status, and every other line of distinction.  All in an attempt to bring about the socialist utopia dreamed up by John Dewey in the late 1890s.

President Bush’s speech argued that school achievement gaps produce discrimination as if how a school works in one part of town creates the gaps and failures in another part of town.  Thus stealing resources from one school to deliver to another school would fix the discrimination gaps.  This is a glorified wealth redistribution scheme, and it has failed miserably!  It refused to discuss the reality in schools that the teachers and the school boards have attained power based upon discriminating upon race, gender, sex, socioeconomic status, and the intentional child abuse of the students.Plato 3

President Bush failed to understand that raising the bar will require destroying more than a century of ingrained thinking and training of teachers to abuse students.  Eradicating the discrimination will demand the rejection and destruction of the school board models, the Federal Hold on education, and placing states back in charge of the education in their states even if it means that each state has its own model of education.Angry Grizzly Bear

Regardless, the main problem in America’s schools is not the gender, sex, socioeconomic status, religion, etc., of the students, but the bigoted and racist minds of the teachers and school boards who would hinder students’ potential by setting low expectations for academic achievement.  I have worked with students across America; they are worth more than their teachers claim, can do more than their teachers think, and possess innate abilities, skills, talents, and raw potential.  But, without high expectations to aim at, the students fail themselves and live lives more diminutive than their worth and value, thinking they are stupid, dyslexic, unable to learn, and more.  All because the teachers and school board members set low expectations, refused to challenge the students’ own beliefs, and failed to do their jobs!

cropped-bird-of-prey.jpgWhen a school board, principal, and teacher fails to do their job, they commit child abuse in the most heinous and deceitful manner, and this abuse must cease forthwith!  As a new school year opens, let us challenge these low expectations, these abhorrent standards for performance, and these Neolithic ideas that should have died with John Dewey!

© 2021 M. Dave Salisbury
All Rights Reserved
The images used herein were obtained in the public domain; this author holds no copyright to the images displayed.

Whiskey-Tango-Foxtrot: The Illinois Edition

Exclamation MarkThe story is linked in case you missed the news on 09 July 2021; Illinois has become the first state in AMERICA to mandate ASIAN History be taught in K-12 education.  Let that sink in for a moment.  AMERICAN History has been abused, twisted, contorted, and NOT taught in AMERICAN schools in ANY of the 50-US States.  But Illinois wants students to learn Asian History.  Whiskey-Tango-Foxtrot Illinois!

What is the reported reasoning for this move?

According to a statement from Governor JB Pritzker, the reason for this move is as follows:

With the recent rise in acts of violence and bigotry against the Asian American community, teaching students about the rich culture and important contributions of the Asian American community throughout history will help combat false stereotypes” [emphasis mine].

For your information, the legislation is called the “Teaching Equitable Asian American History Act,” and the special interest group pushing this legislative nightmare is Asian Americans Advancing Justice-Chicago.  The website includes a Los Angeles branch, the Asian Law Caucus, AAJC, and an Atlanta branch.  Another special interest group involved in this legislation is PAVE (Pan Asian Voter Empowerment). My first question about this legislation comes from the name, “What is equitable Asian American History, especially when American History is not being taught?”Lemmings 5

What is in the curriculum?

The curriculum declares it is compliant with Common Core standards, which doesn’t mean anything as teaching masturbation to first graders is compliant with Common Core Standards.  However, PBS Learning media has a website dedicated to the curriculum plan for teaching Asian American History, even though the curriculum does not describe “equitable.”  PBS Learning media claims to be “pleased to present over 30-lesson plans based on a fiver hour documentary Asian Americans in American History.  While the Illinois legislation claims that K-12 will begin learning about Asian History, the reality on the PBS Learning media is that the published lesson plans only go from third grade to twelfth grade.  Leading to my next question, “Where is this push for historical teaching coming from?”

Plato 2I have not viewed the series; I have barely scraped the surface of the curriculum offered.  What I have seen of the curriculum worries me.  I call it “whitewashing” history, to glance over the actions of one group to reflect how other groups were treated, with the intent of stirring the racial divides and creating more chasms based on race alone.  What I see in this curriculum does nothing to “ … teach students about the rich culture and important contributions of the Asian American community throughout history” or to “combat false stereotypes.”  I ran a search engine using the string, “Violent migrant worker strikes, involving Asian people,” and the first item on the list returned originates with the Seattle Civil Rights & Labor History Project, sponsored by the University of Washington.

The context, labor union organizing, which everyone should know, includes the growth and development of Marxist ideology in America.  How did the labor unions create a space for themselves?  They drove wedges between groups of people based solely upon race, creating contention, becoming violent, and hiding behind equity and fairness to escape responsibility and accountability for laws they sundered.

Let me be clear!

Knowledge Check!Let me be clear; every group across the skin color spectrum has historically had problems in American society.  Any time race separates, chaos, confusion, and violence are bred!  I am proud that America has grown out of oppressing people based on the color of their skin and do not judge American history as racist just because historically, people acted out of fear when treating their fellow men fairly.  History is full of people who made terrible choices, and teaching that these choices were poorly made is important, but race, religion, handicap, etc., should NOT be the focus on the content in history.  The focus of history should be on what grew out of specific actions in specific epochs of time.

America IS better for the Civil War, even though the US Government continues to hinder economically and is biased against the states that formed the Confederate States.  A dumb historical decision that has kept many states from achieving greatness is due to President Lincoln’s death and the hostility in the US House of Representatives, the US Senate, and President Andrew Johnson.  All of whom believed that the Confederate States needed to be mightily punished.  In contrast, President Lincoln was pushing for national forgiveness.  Thus, we need to focus on the events, not the race, color, lines of separation and division, but on the outcomes and the fruits from those decisions when teaching history!The Duty of Americans

State’s Rights

I affirm in clear language that a state has the right to set the curriculum of government-mandated schools.  I support state’s rights to the fullest and would see each state prepare their students to meet the world and win!  Paradoxically, I also affirm in language clear that this legislation will do NOTHING to “combat false stereotypes” but will only increase racial division and disharmony in Illinois and any other state who refuses to learn the lessons from history.

History and Racial Focus

Content of their CharacterThink about this quote for a moment, who are the biggest race hustlers in America?  History has taught that when race is the only concern worth knowing people care only about race, to their demise.  Focusing on race is the sole reason why I have questioned, and continue to question, the validity of the arguments for National “Name your Favorite Minority” Month celebrations.  There are absolutes in this world; focusing solely upon race as a choice, will breed racial tensions as a consequence, is an absolute.  Recent history under President Obama reflected this exact issue to the Nth degree, yet nobody wants to have that discussion.  Why; because of race!

Bob MarleyWhen your focus is solely upon an individual’s race, race will be the only thing learned, the only lesson absorbed, and the fruit of that lesson are bitter.  Have people from various races achieved great things; absolutely, but why should their achievements be diminished by focusing solely upon their race?  Why should their achievements only be mentioned during “Name your Favorite Minority” monthly celebrations?  Has the 1960s taught us nothing about the character, knowledge, talents, curious minds, and the work performed where race was NEVER an issue?  I have books galore in my home; I continue to collect books about famous people of great accomplishment; I have never cared a whit about that person’s sex or gender.  Why; because their sex and gender, race, skin color, religion, handicap, or heritage have never been a factor.  As a kid, a thrill ran through me when I read the preamble to the US Declaration of Independence:

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness [emphasis mine].

Even today, these words continue to guide me.  Show me; where in the Declaration of Independence does it discuss sex, race, heritage, religion, handicap, etc.?  NOWHERE!  A lesson America needs to relearn if she is to survive.  What hinders the pursuit of happiness, capturing inalienable rights, and stops liberty; focusing upon that which divides instead of that which unites!

PatriotismFrom the National Archives website, we find the following regarding the Declaration of Independence:

The Declaration of Independence states the principles on which our government, and our identity as Americans, are based. Unlike the other founding documents, the Declaration of Independence is not legally binding, but it is powerful. Abraham Lincoln called it “a rebuke and a stumbling-block to tyranny and oppression.” It continues to inspire people around the world to fight for freedom and equality” [emphasis in original].

Think about this for a moment.  The American Identity, the bedrock principles upon which America was built, the power cell for liberty and freedom across the world, begins with a simple truth:

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness [emphasis mine].Image - John Wayne Quote

A document that is not legally binding holds power to inspire actions that unite people, provided our focus is not on those things which separate us.  Cementing the lesson discussed herein, focus on race and racial division is the only lesson learned, and the resulting fruit is bitter, chaos ensues, and problems abound in violence.  Why have we not learned these lessons from the 1960s, the Watt’s Riots, the death toll in Chicago that makes war zones safer than the streets of Chicago; the focus is on race, not the potential.  The focus is on the sex, the invented genders, the handicaps, the religions, the heritages, etc., not on what is essential, character and potential, freedom, liberty, and equality under the law.

Knowledge Check!We need to get back to teaching history, where the focus is on how the decisions and actions from the past hinder or help the present so that the future can be better.  Failing that, we desperately need to cease focusing upon race, gender, sex, religion, handicap, and heritage as these things only matter to the individual and not to historical records.  Failing that, America fails, and the light of liberty and freedom will be lost to the annals of history forever.  So, gather the fruit you choose, focus on race if you prefer, focus on gender, sex, handicap, veterans status, and every other line of separation.  Your fruit gathered will be most bitter indeed, for you will miss the rich tapestry of human interaction, for the dirt caught in the fabric.

Powering my third and final question to the legislative and executive branches of Illinois, “Knowing all this, why are you focused on race and forcing students to focus solely upon race?”

© 2021 M. Dave Salisbury
All Rights Reserved
The images used herein were obtained in the public domain; this author holds no copyright to the images displayed.

NO MORE BS: Continuing a Lie does not create Truth

Laughing OwlThe following is an assignment typically found in doctoral psychology classes to create debate, discussion, and learn how to articulate principles of psychology and understand the founders of psychology.  “According to Freud, healthy adults successfully progress through the first four of five stages of psychosexual development and then persist in the final stage.  Do you agree or disagree with Freudian theory as applied to gender identity issues? Why?”

I have not copied the full assignment parameters due to a commitment to not letting assignments out of the college.  But I listed the parts of the assignment to fully appreciate the following original response and provide you, the reader, some context.  Before we can combat bad ideas, we need to know where they originate.  History is important!

None of the above should be an option to select where the topic of psychosexuality is concerned.  In fact, I wish I could get a brain scrub and flush this nonsense out.  From reading Hothersall (2015), it appears Freud is the first to confuse gender and sex, make sex the ultimate pleasure, and project adult understandings of sex onto innocent children.  Diamond (2002) offered several different definitions to aid the uninitiated in understanding sex, gender, and the current mess we are in with both.

LookDiamond (2002) provided some clarity on the terms in the discussion.  Sex is determined by either having gametes or receiving the same and is biologically tied.  Gender is the choice one makes to live as one decides in a socially diverse society, and these choices might or might not be connected to the traditional roles assigned by biology.  Hence, the stages of psychosexual development from Freud (Hothersall, 2015) are nullified by the individual’s agency to progress and the natural consequences of making a choice, not a biological clock moving the individual through various ambiguous stages or levels of sexual identification.

Since gender depends upon societal roles and sex upon biology, I firmly disagree with Freud as applied to gender identity issues.  It appears that Freud was sexually frustrated and projected his adult views of behavior onto children, then tied pleasure to sex, and perverted all types of thinking where child/adult relationships occur.  Second, gender identity is the individual’s choice in society. If the community accepts multiple gender-based roles, then that society will have to deal with all the imaginations of the mind where gender collides with agency and action.

Scared Eyes!Of critical importance to the psychosexuality discussion, is that freedom to choose doesn’t mean freedom from consequences that cannot be chosen.  For example, I can choose to touch something hot, but cannot decide not to be burned.  How long and how firmly I hold that hot item identifies how deep the burn will be, but I cannot escape being burned by holding/touching something hot.  The same is valid for choosing different gender identities in society.  There are always consequences for the choices made.

When I said I wanted a brain scrub, I meant precisely that.  I am not even desiring to discuss these topics, mainly due to the lack of logic employed when talking about sex and dysfunctional behavior.  Psychosexuality and behavior are where I disagree with Freud the most (Hothersall, 2015).

MacKenzie, Garavan, and Carbery (2011) offered an excellent description of how dysfunctional behavior is a choice of individual people, organizations, and society as a whole.  To which, Gaudiano (2008) would suggest cognitive behavioral therapy (CBT) as a method for correcting the dysfunctional behavior and improving the individual.  Not, to explore the sexual frustrations of the individual and project these frustrations onto the world around us as directed by Freud (Hothersall, 2015).

ProblemsHossain and Karim (2013) wonderfully diagram the problems with postmodern thinking and provide the tools needed to understand why these problems hinder societal growth and development.  To advertise the confusion and issues in postmodernism and the current issues in confusing gender and sex, Aleshire (2016) promotes having nurse practitioners understand the confusing realm of gender identity in an attempt to help the patient feel included, thus receiving a higher standard of care.  Completely neglecting that professionalism means doing the job properly, not learning the mental health of a patient.

Aleshire (2016) firmly pointed out a consequence of gender identity choices, feelings of persecution, not being understood, and stigmatization feelings by society.  What is being described by Aleshire (2016) are projections from the individual and not a reality.  I would surmise that many people in American society do not care what gender role you choose, keep it to yourself and your cohorts, do not force the entire community to care about your preferences, and respect the rest of our choices not to engage.  You can be whatever gender role you prefer.  Provided your sexual choices do not infringe upon others’ rights or destroy other people’s property or livelihoods.

Hossain and Karim (2013) supplied another major problem in understanding the confusion in psychosexuality and dysfunctional behavior, the plasticity of words.  Aleshire (2016) mentioned this same problem, only calling the issue one of fluidity in terminology.  Regardless, when sex and gender become confused enough, problems arise when merely trying to communicate.  Words have meanings, and words should not be mutated, spindled, and torn from their definitions’ bedrock foundation.  Diamond (2002) provided simple definitions and reasoning for this discussion, and a careful and thorough understanding of the terminology is critical to communication.

Now, where did I put the bleach and scrub brushes?  I need both a brain scrub and a good hand washing.  What an incredible mess!

Andragogy - LEARNHaving discussed psychosexuality and provided a basis for the conversation, would you be interested to note that the reason psychosexuality exists at all was due to the dumbing down of education, originating in the writings of Wilhelm Wundt in 1832?  Wundt assumed that there is nothing there (no soul), to begin with, but a body, a brain, a nervous system, and that to educate a person, the teacher must induce sensations.  Skinner, Pavlov, and so many others celebrated as the fathers of psychology represent the theories that have been destroying education, ruining potential, and disrupting freedom.

The following is recommended reading, “The Leipzig Connection: The Systematic Destruction of American Education,” is relatively short and easy to comprehend; but, the book represents some dynamic lines of congruence which tie the problems in the modern school curricula to historical actions to undermine freedom and liberty, replacing the US Constitution with the United Nations, Socialism, Communism, and dumbed down citizens.  The American classroom has been intentionally overrun with induced sensations, inspired emotions to gain control over the student, and inspired and instigated reactions to dull the mind and reduce the human to an animal.

Detective 4I cannot stress this point enough.  If we, the conservatives of America, are to begin to reverse course, open freedoms are stolen by the government, and keep liberty through Constitutional Law in a Republican form of government alive, we must understand what is happening.  There is Truth in saying that today’s classroom philosophies are tomorrow’s governmental actions.  The progressives of yesterday are today’s liberal leftists, and they have a stranglehold because they have won the fight for the classroom.

Our first actions cannot be on the Federal Government level; they must be in our neighborhoods’ school boards and classrooms.  Our children deserve better from the ridiculously expensive education we are paying for.  Look locally, act locally, and within a generation (20-years), the American heritage we were handed will be enshrined as that “shining city on a hill.”  If we fail to capture the classroom, nothing is stopping the American Republic from disappearing into history!

References

Aleshire, M. E. (2016). Sexual orientation, gender identity, and gender expression: What are they? The Journal for Nurse Practitioners, 12(7), 329-330. doi:10.1016/j.nurpra.2016.03.016

Diamond, M. (2002). Sex and gender are different: Sexual identity and gender identity are different. Clinical Child Psychology and Psychiatry, 7(3), 320-334. doi:10.1177/1359104502007003031

Gaudiano, B. A. (2008). Cognitive-behavioural therapies: Achievements and challenges. Evidence-Based Mental Health11:5-7.

Hossain, D. M., & Karim, M. M. S. (2013). Postmodernism: Issues and problems. Asian Journal of Social Sciences and Humanities, 2(2), 173-181. Retrieved from http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.2(2)/AJSSH2013(2.2-19).pdf

Hothersall, D. (2015). The history of clinical psychology and the development of psychoanalysis. In J. Hadley (Ed.), Psychoanalysis (pp. 2-53). New York, NY: McGraw-Hill. Available fromhttp://gcumedia.com/digital-resources/mcgraw-hill/2015/psychoanalysis-custom_ebook_1e.php

Iserbyt, C. T. (1999). The deliberate Dumbing down of America: A chronological paper trail [Adobe Digital Edition].

Lionni, P., & Klass, L. J. (1980). The Leipzig connection: The systematic destruction of American education [Kindle].

MacKenzie, C., Garavan, T. N., & Carbery, R. (2011). Understanding and preventing dysfunctional behavior in organizations. Human Resource Development Review, 10(4), 346-380. doi:10.1177/1534484311417549

© 2021 M. Dave Salisbury
All Rights Reserved
The images used herein were obtained in the public domain; this author holds no copyright to the images displayed.