April 8, 2016 Radio Commentary

Choose: DOS, DOD, Both or Neither

Radio Commentary, 90.7, 91.7 New Life FM, April 8, 2016 – By Sue Ella Deadwyler

I’m always puzzled when a “Day of Silence” (DOS) is observed in public schools … and SOME private schools, as well. The DOS that began as a tiny protest 20 years ago has become a nation-wide promotion of homosexuality, commonly represented by the letters LGBT, meaning lesbian, gay, bisexual, and transsexual. Recently, activists added QQIA to expand the definition to include queer (their word), questioning, intersex, and allies of alternate lifestyles.

The DOS is an annual effort to mainstream alternate lifestyles to students and educators during an, otherwise, regular school day. This year it’s scheduled for Friday April 15th, as a time for participating students and teachers to openly demonstrate support for homosexuality and all its variations. The school’s Gay Straight Alliance (GSA) usually sponsors the project. Does your child’s school have a GSA club? Will the DOS be observed in your child’s school?

If so, please remind the principal that a DOS violates a specific Georgia law that authorizes only one minute of silence PER DAY for student meditation. But the LGBTQQIA promotion silences participating students and teachers for an entire day.

The goal of LGBT activists was summed-up on a tee-shirt distributed by GSA clubs at a “Coming-Out Day” party in 2011. On the tee-shirt were these commands: Change attitudes; change behaviors; change directions; change lives; change policies; be an ally; be the change. The current cultural confusion indicates their overwhelming success in reaching those goals. Continue reading

July 10, 2015 Radio Commentary

Decades of Decadence

Radio Commentary, 90.7, 91.7 New Life FM, July 10, 2015 – By Sue Ella Deadwyler

You might think culture began decaying in 1963 when the Supreme Court ruled 8 – 1 that school-sponsored Bible reading is unconstitutional, but school-sponsored prayer in public schools had already been tossed out in 1962. Both decisions cleared the way for atheism to take root and challenge the Christian fiber of students and their families. Those were monumentally tragic decisions, but things became increasingly worse as atheism replaced Christian influence in public schools.

To track the change in public schools, consider this: The National Education Association (NEA) has become the largest professional organization and largest labor union in the United States. In both those capacities, NEA is a powerful, maybe the most powerful, force in public schools and it does not peddle conservatism. From Jimmy Carter to Barak Obama, NEA has endorsed only Democrat presidential candidates, never a Republican.

During the 20 years before 2010, the NEA spent $36 million lobbying for its liberal agenda in Washington, D.C. and beyond the United States, through its global affiliation with Education International, the world-wide federation of teachers’ trade unions in 172 countries. The NEA not only supports Jesse Jackson’s Rainbow/PUSH Coalition, but also promotes the agendas of the National Council of La Raza, the Gay Lesbian Alliance Against Defamation, and Amnesty International. Continue reading

June 2014 Newsletter

When God was Kicked Out, Atheism Took over & Reprogrammed Youth

Two years after the Supreme Court defined humanism1 as a religion (Trocaso v. Watkins, 1961), prayer (Engel v. Vitale, 1962) and Bible reading (Abington Township School District v. Schempp, 1963) were ruled unconstitutional in public schools, leaving a void soon filled by the newly defined religion that rejects God and promotes atheistic doctrines contrary to the Bible and U.S. culture.

Professions weren’t listed for Humanist Manifesto I signers in 1933, but the list for the 262 who signed Humanist Manifesto II in 1973 revealed 73 educators. Meaning, those 73 U.S. educators accepted this doctrine and goal of humanism: “What more daring a goal for humankind than for each person to become in ideal, as well as practice, a citizen of a world community.”

141 signed Humanist Manifesto 2000. Of them, 56 signatories were from the U.S. and half (28) of them were listed as professors or administrators from U.S. colleges and universities. No less than a Harvard professor of education and psychiatry revealed humanism’s plan to reprogram children when he spoke during a childhood education seminar in 1973. He stated:

“Every child in America entering school at the age of five is mentally ill, because he comes to school with certain allegiances toward our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural Being, toward the sovereignty of this nation as a separate entity. It’s up to you teachers to make all these sick children well by creating the international children of the future.” (Note the all-encompassing goal of humanism.)

Georgia Tech’s Technique announced educators’ adoption of atheistic humanism in the article “Humanism dominates philosophy of educators,” October 17, 1975. By then, students were already taught to base their moral and ethical decisions on humanist doctrine, i.e. atheism.

During Human Rights Week, December 6-13, 1978, Academic Humanists from local colleges and organizations met for formal discussions in Atlanta. The Freeman Digest, September 1978 interview with former NEA president Katherine Barrett revealed her future plans for schools:

The school will be the community; the community, the school. The so-called “basic skills,” that currently represent nearly the total effort in elementary schools, will be taught in one quarter of the school day. The teacher can rise to his true calling – a conveyor of values, a philosopher. Teachers no longer will be victims of change; we will be agents of change.

  • To read the rest of this newsletter in PDF format, please click here.

July 19, 2013 Radio Commentary

“Coming Out” After Lesson 13

Radio Commentary, 90.7, 91.7 New Life FM, July 19, 2013 – By Sue Ella Deadwyler

Good morning, Jim. This is the concluding report on the 13-lesson K – 5 curriculum introduced in San Francisco public schools in 2001. The first lesson introduced kindergartners to slang words for males and females that practice homosexuality. Subsequent lessons taught them about other sexual orientations.

Lesson ten about “Freedom to Marry” addresses fair/unfair laws, marriage, the history of legal marriage and a homework survey about marriages of lesbians and gay men. About LGBT marriage, pupils are asked: Where to go from here? Should there be a vote? Should there be a law? Should the court decide?

Lesson 11’s key message is: “It’s fine to be transgendered.” To start that discussion, the teacher tells about Wilson who winds up with two moms, because his father begins living as a woman. Another story, illustrated with a picture, tells of a transgendered man, who was born a woman. After the stories, pupils write journal entries describing what they learn about transgendered people and how that knowledge makes them feel. Using journal entries, the teacher leads discussions about intolerance, peer pressure, diversity and teasing then assigns homework on the subject. Continue reading