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PRÉPARER LA SOCIÉTÉ DU FUTUR (PARTIE 2) - P.1
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MessagePosté le: Ven 7 Aoû - 12:41 (2015)    Sujet du message: CHEFS SCOUTS HOMOSEXUELS : LES ORGANISATIONS RELIGIEUSES AMERICAINES RUENT DANS LES BRANCARDS Répondre en citant

CHEFS SCOUTS HOMOSEXUELS : LES ORGANISATIONS RELIGIEUSES AMERICAINES RUENT DANS LES BRANCARDS

dimanche 2 août 2015




Des homosexuels pourront dorénavant diriger des troupes de scouts aux États-Unis, a annoncé lundi l’organisation Boy Scouts of America (BSA). Une décision qui ne plaît guère à plusieurs organisations religieuses même si les troupes affiliées à ces groupes pourront (pour l’instant) se soustraire à cette politique.

La décision abrogeant « l’interdiction nationale relative aux dirigeants adultes et employés ouvertement homosexuels » a été annoncée récemment, après que le conseil d’administration de BSA l’a approuvée dans une proportion de 79 % (45 voix pour, 12 contre). Elle entre en vigueur « immédiatement », indique un communiqué publié sur le site de BSA. La question de l’encadrement de scouts par des homosexuels « nous a divisés et perturbés pendant trop longtemps », a indiqué le président de BSA, Robert Gates, dans un message vidéo. « Il est temps de nous unir derrière notre foi commune dans le pouvoir extraordinaire du scoutisme », a ajouté M. Gates, ex-secrétaire américain à la Défense et ex-patron de la CIA. Il semble bien que ce passage en force par l’option favorite de M. Gates divise encore les groupes aux BSA. = Robert Gates, lorsqu'il était en poste à la Défense faisait la promotion de la politique "Don't tell, don't ask", afin de protéger les homosexuels dans l'armée américaine. Voyant où nous en sommes rendus, ne voyons-nous pas tout le danger qui guette nos enfants? L'offensive LGBTI est majeure et attaque maintenant tous ceux qui se trouvent sur sa route.

M. Gates avait annoncé ses couleurs le 21 mai dernier, avant donc la récente décision de la Cour suprême sur l’obligation pour les États fédérés d’unir par le mariage les couples homosexuels qui le demanderaient. Il avait alors prononcé un discours militant dans lequel il arguait que l’interdiction faite aux homosexuels « n’était plus soutenable ». Il a répété ses arguments en juillet, évoquant les « changements sociaux, politiques et juridiques dans notre pays et notre mouvement », ainsi que le risque de multiples recours en justice, « à des coûts faramineux ». Les BSA acceptent les jeunes homosexuels dans leurs rangs depuis le 1er janvier 2014. L’organisation avait alors décidé de maintenir l’interdiction d’embaucher du personnel d’encadrement homosexuel.

L’affaire est cependant loin d’être terminée, puisque les organisations religieuses, qui parrainent 70 % des quelque 110 000 sections de scouts des États-Unis, pourront maintenir l’interdiction de leur propre chef.

BSA a en effet décidé que ces groupes pourront « continuer à se servir de leurs croyances religieuses comme critères de sélection de l’encadrement adulte, y compris les questions de sexualité ». Cela « permet aux membres et parents des scouts de sélectionner des troupes qui ont les mêmes idées, dans le meilleur intérêt des familles », indique la BSA dans son communiqué.

Malgré cette concession (pour l’instant) faite aux groupes religieux, l’Église mormone d’où sont issus près de 20 % des scouts affiliés aux BSA s’est dit être « profondément troublée » par la décision de BSA. Elle envisage même de créer une nouvelle organisation. « L’admission de chefs ouvertement homosexuels est incompatible avec les doctrines de l’Église et les valeurs traditionnelles qui ont toujours été celles des Boy Scouts of America », a-t-elle déclaré. L’Église mormone s’est également étonnée que cette décision ait été prise en juillet alors que le Conseil de gouvernance de l’Église était en vacances. Dans un communiqué récent, l’Église écrit « En tant qu’organisation mondiale avec des membres dans 170 pays, l’Église a longtemps considéré les difficultés auxquelles était confronté une bonne moitié de ses jeunes où le scoutisme n’existe pas. Ces besoins à l’échelle de la planète et la décision du Conseil exécutif national des BSA seront soigneusement examinés par les dirigeants de l’Église dans les semaines à venir. » = Les mormons ont déclaré tout récemment qu'ils se repositionnaient sur l'existence de Dieu et il a été déclaré que selon eux, Dieu n'existait pas.

La Southern Baptist Convention se montre également outrée. Un de ses dirigeants, le révérend Russell Moore, soutient que les églises baptistes se montrent « froides » envers BSA depuis quelques années, et que cette relation risque maintenant d’être « gelée ». = La Southern Baptist est une organisation religieuse maçonnique à saveur de plus en plus islamique.

Chez les catholiques, la réaction n’est guère plus enthousiaste face à la décision venue du haut de la confédération scoute. Une commission sur le scoutisme liée aux dirigeants de l’église américaine a fait savoir qu’elle souhaitait poursuivre ses liens avec BSA, mais se dit opposée à l’embauche de quiconque est actif sexuellement à l’extérieur d’un mariage hétérosexuel. Les Boy Scouts of America ont été fondés en 1910. Ils revendiquent 2,5 millions de jeunes membres et 960 000 bénévoles adultes. = Les catholiques??? oui, c'est sûr, ils se fondent toujours dans le confort de l'amour et de l'unité pendant que se met en place leur agenda. Qui pensez-vous contrôle tout le mouvement scout, et qui a reçu plus de 80 000 scouts tout dernièrement au Vatican http://www.romereports.com/2015/06/13/live-pope-welcomes-more-than-80-000-s…

Voir aussi

Scouts Canada s'excuse des cas de pédophilie qui auraient pu survenir

La hiérarchie de Scouts Canada n'aurait pas transmis des cas de pédophilie à la police

Pédophilie en Grande-Bretagne : que fait la hiérarchie ? (660 personnes arrêtées, des médecins, des chefs scouts, des travailleurs sociaux, des professeurs et d'anciens policiers)

Conservatisme en France : Zemmour, les scouts en demande

http://www.pouruneécolelibre.com/2015/08/chefs-scouts-homosexuels-les.html?…


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MessagePosté le: Lun 10 Aoû - 10:10 (2015)    Sujet du message: IRAQI PRELATE TELLS KNIGHTS OF COLUMBUS ABOUT NEW CATHOLIC UNIVERSITY OF ERBIL Répondre en citant

IRAQI PRELATE TELLS KNIGHTS OF COLUMBUS ABOUT NEW CATHOLIC UNIVERSITY OF ERBIL 

"If, in 100 years our Christian community still survives in Iraq, it may well be that the CUE will prove to have been one of the primary reasons for that survival"

United States of America, August 06, 2015 (ZENIT.org) Staff Reporter 


Here is the text of an address given Tuesday by Archbishop Bashar Matti Warda, Chaldean Archbishop of Erbil, Iraq, to the Knights of Columbus gathered for their annual Supreme Convention.

* * *

Greetings in Christ the Redeemer,

I speak to you from Iraq, the land of ancient Mesopotamia, where we have worshipped as Christians since the apostles Thomas and Thaddeus first brought us the teachings of Christ, nearly 2,000 years ago. But friends, this most ancient of Christian communities, from which I bring you our warmest blessings and greetings, is now in perhaps its most perilous time ever. With the brutal attacks by ISIS in the summer of 2014 against our faithful in the city of Mosul, and then the Christian towns of the Nineveh Plain, more than 125,000 of our brothers and sisters were violently and forcibly displaced. Forced to flee for their lives, these Christians have had to leave their houses, properties, past, and indeed their very heritage behind them. Churches and holy places where people had worshipped for centuries have now been destroyed and desecrated, the Holy Cross replaced by the flag of ISIS. Many of these families fled to the relative safety of the Kurdistan Region of Iraq where now they wonder how their lives can go forward. Brothers and Sisters, these people are in our care, yours and mine, and I speak to you on their behalf now. 

Truly, the Christians of Iraq face a dangerous and difficult future. It is heartbreaking for us to see unprecedented numbers of our faithful leaving their homeland to face a frightening and unknown future as refugees with little hope in Turkey, Jordan and Lebanon, with others planning to leave as well. As a church, we have no option other than to pray for them. To be an internally displaced person, or IDP, in your own land is an extraordinarily tragic experience to go through. Although we are deeply concerned and worried about the prevailing political, security, cultural and economic situation, as a church we are not in the position to convince anyone to stay or leave. From a practical standpoint, despite our ongoing efforts, we do not yet have enough ready jobs which might encourage wage earners to stay. 

So far, more than 5000 families have left the country since the summer of 2014. Some have been welcomed into Europe, the States, or Australia, but many more families are now in refugee camps simply waiting for their number to be called. They are in Jordan, Lebanon, and Turkey, and their future is on indefinite hold for years, perhaps decades. Meanwhile, their meager resources dwindle to nothing and they live an existence which sits on the border of despair. 

We have to admit, as a church, that we were not prepared at all for the crisis which landed upon us last summer. It never occurred to any of us that we would overnight experience what our ancestors did at the hands of the Turks a hundred years ago ñ the need to flee for our lives. We were invested in our homes and villages, busy as a church and as a people, with work, pastoral activities, catechism and the promotion of a deeply rooted Christian life and purpose. What befell us has disrupted and fractured everything we held close except our faith. 

But we know we have not been completely alone, and we continue to make such efforts as we can to fight against despair and the evil which lies beneath it. Through the support and prayers of benevolent people like you we have sought during this crisis to ease the needs of our IDP families and provide them with the basic needs for subsistence wherever we have happened to find them. We have made shelters of church gardens and halls, catechism classrooms, public schools, tents, incomplete building structures, and in rented houses where we have had to accommodate some 20-30 individuals per house. 

Realizing that the crisis is going to take a long time and as winter was approaching, we took quick steps to lease houses for refugees in different sections of the province of Erbil to accommodate 2000 families and to set up 1700 single room pre-fab homes. Now, all of our Christian IDP's are in at least a semi-permanent dwelling. This is far from ideal, but certainly an improvement on the original tents and semi-completed buildings which had been the best we could do for many. 

In extending your hand of help to us, your had expressed your hope that we work towards providing decent accommodation and secure job opportunities. To that end we approached you asking for the construction of low cost housing, towards which your charity was so generous. We continue to work on this project for which the Kurdistan Regional Government has allocated us a 27 hectare plot of land, which I have in turn requested them to allocate to the Christian Endowment Office with an aim to treat all with equal footing. While this work is ongoing, in the current political circumstances it requires from us the virtue of patience. There is a great deal of good will towards us in the Kurdish Government as evidenced by Prime Minister Nechirvan Barzani celebrating Christmas with us in solidarity this past December, but the politics of land in Iraq is one of great complication. While we must and shall persevere, we must also be patient with our timing, and persistent in our prayers. 

We have also opened two medical centers to offer free medical services to the refugee community. The Sacred Heart Sisters from India are running St. Joseph's clinic, assisted young doctors who are training as volunteers to offer medical services especially to those suffering from chronic disease. The clinic serves some 2000 patients by providing them with medication at a monthly cost of US$ 42,000.00. 

At present we also are rehabilitating a building structure to serve as a maternity and child care hospital. Additionally, we have opened a trauma response center to respond to the needs of many who have been scarred deeply by the crisis. You are all familiar with the reality of PTSD as experienced by your returning soldiers. You can imagine how this same type of trauma affects civilians, most especially the children who have seen the horrors of violent persecution and conflict. 

But we have not focused on physical and medical needs alone. Based on our conviction that illiteracy and ignorance are the most dangerous long-term enemy that we face here in the Middle East, and urged by a wish to heal the wounds in the hearts and souls of our faithful, we have been working to help our students pursue their studies. Truly, it is difficult for us to see how any meaningful future can continue for us without access to education for our youths. To address this need, through the support of a number of agencies we have been able to build 8 schools to accommodate 8700 students at the high school level. 

Of critical importance to us, we have also embarked on building the Catholic University of Erbil, or CUE. With great support from the Italian Bishops Council and the Catholic Bishops of Australia, we are grateful to announce that the first classes at CUE will open this fall. Here in the US, and especially in Philadelphia with its many excellent universities, you are all familiar with the importance of so-called Anchor Institutional for the economic and social well being of communities. For the remaining Christians in Iraq, the importance of CUE goes beyond even this. While intended as an Anchor Institution economically, CUE also represents for us a stand of faith and commitment against the evil of ISIS and others, a means through which we can say to the world that we refuse to be marginalized, that we are children of God and this is our home. 

Based upon the best Western standards of learning, and utilizing English as the exclusive language of instruction, the opportunity for an education like CUE will offer would have been impossible in Mosul for both Christians and Muslims alike. And because we must prepare educated and tolerant leaders for the future, we are going to open the doors of the university for Muslims as well so that they may know who we are, what our faith is like, and what is our love for Christ, and His for us who are His sons and daughters. This form of evangelism by example has deep roots in the Christian history of Iraq. For many years in our country it was Catholic Universities and Hospitals which taught and trained leaders from throughout the Middle East. If we are now to survive as a people it is critical that we develop the capacity to reclaim this example. The Catholic University of Erbil stands as an act of faith and hope that testifies to our love for Christ and our Christian commitment to service and love for our fellow man. If, in 100 years our Christian community still survives in Iraq, it may well be that the CUE will prove to have been one of the primary reasons for that survival. I cannot overemphasize its importance to us. 

In opening the Catholic University of Erbil, I am asking you now for your support in helping us enroll the first 100 IDP students at an estimated cost of $15,000 per student which will cover full tuition for five years, the first year of which will be a thorough grounding in academic skills and English language. 

While CUE will enroll students outside the IDP population as well, it is vital to us that a meaningful percentage of our student body consists of IDPs. These are students from families with no money and little hope. To give them a place at CUE will give hope not only to the students themselves, but to their families as well. We have no doubt that it will make the difference in many cases between whether a family decides to remain in Erbil or flee to uncertainty in another country. 

Brothers and Sisters,

You were among the first to extend a life-saving hand to us in our time of peril. You stood at our side, just as our Mother Mary and the Beloved Disciple did at the side of the Crucified, even while much of the world turned away. In the powerful advertisement which you have produced, and which I thank you for, the viewers are told that “the lack of international response has been shocking, and they are asked if we don't help, who will?” Well my dear brothers and sisters, we know who has helped us, we know who has stood by us, and we know it was you. I am here to say thank you for your charity, thank you for your prayers, thank you for your generous love. 

We ask you to continue to be a voice for our suffering, and to work to pressure those concerned to stop this evil which seeks to kill us, and to continue with your support for us to help the Christians of Iraq stay and survive on their ancestral land. May Our Lord bestow his blessing upon you and may our Mother Mary embrace you all in her motherly love.

(August 06, 2015) © Innovative Media Inc.

http://www.zenit.org/en/articles/iraqi-prelate-tells-knights-of-columbus-ab…


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MessagePosté le: Mar 25 Aoû - 04:43 (2015)    Sujet du message: SUMMER READING LIST WITH GAY THEME STOKES CONTROVERSY AT ELITE UNIVERSITY Répondre en citant

SUMMER READING LIST WITH GAY THEME STOKES CONTROVERSY AT ELITE UNIVERSITY

Published August 24, 2015
FoxNews.com

http://www.foxnews.com/us/2015/08/24/summer-reading-stokes-controversy-at-c…


The graphic novel "Fun Home" is causing controversy due to some of its ga and lesbian-themed content. (Fun Home)


A gay and lesbian-themed graphic novel on an elite university reading list for some incoming college freshmen is generating pushback among Christian students who feel the material is “pornographic.”

“Fun Home,” a best-selling story that features a girl coming out as a lesbian and discovering her father was gay, is among several books selected by Duke University “to give incoming students a shared intellectual experience with other members of their class.”

Instead, the racy reading material -- which is recommended, but not required -- seems to have stirred up controversy.
Citation:


“The nature of ‘Fun Home’ means that content that I might have consented to read in print now violates my conscience due to its pornographic nature"
- Jeffrey Wubbenhorst



“I feel as if I would have to compromise my personal Christian moral beliefs to read it,” Freshman Brian Grasso posted to a Class of 2019 Facebook page in late July that was cited by the school’s student newspaper, The Chronicle. “Duke did not seem to have people like me in mind. It was like Duke didn’t know we existed, which surprises me.”

That the book doesn’t merely express gay and lesbian issues in words, but rather depicts imagery of acts that some may find objectionable is at the root of the protest among students at the Durham, N.C., school.

“The nature of ‘Fun Home’ means that content that I might have consented to read in print now violates my conscience due to its pornographic nature,” freshman Jeffrey Wubbenhorst wrote in an email to The Chronicle.

Other students replied to the Facebook thread urging Grasso and others like him to keep an open mind, according to The Chronicle.

The Duke controversy is just the latest “Fun Home” debate.

In 2014, the South Carolina House of Representatives’ budget-writing committee docked the College of Charleston the cost of its summer reading program – $52,000 – due to concerns over “Fun Home,” which has become a musical as its popularity has spread.

“It goes beyond the pale of academic debate,” Republican state legislator Garry Smith told The Post and Courier at the time. “It graphically shows lesbian acts.”

The book’s author, Alison Bechdel, decried the drama surrounding her work.

“It’s sad and absurd that the College of Charleston is facing a funding cut for teaching my book – a book which is, after all, about the toll that this sort of small-mindedness takes on people’s lives,” she told Publisher’s Weekly in 2014.

When the Duke selection committee chose the book for the Common Experience program during the spring, it was aware of the controversy that had dogged the book.

“It has the potential to start many arguments and conversations, which, in my opinion, is an integral component of a liberal arts education,” Ibanca Anand, a student member of the selection committee, told The Chronicle in April.

“During orientation welcome week activities, students will discuss the book in small groups and as a larger community,” a college announcement said in April.
Other books recommended by the selection committee include, “All the Light We Cannot See,” about a blind French girl and a German boy during World War II; “It Happened on the Way to War,” about a Marine who “waged peace while fighting war”; “Red,” a play about pop art; “The Righteous Mind,” a psychological look at “why good people are divided by politics and religion”; and “The Shallows,” which focuses on how the Internet is changing users.

http://www.foxnews.com/us/2015/08/24/summer-reading-stokes-controversy-at-c…


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MessagePosté le: Mar 1 Sep - 10:17 (2015)    Sujet du message: CANADA - QUEBEC : HUMOUR — « UNE MAJORITE DES QUEBECOIS PREFERENT LA CONNAISSANCE A L'IGNORANCE » Répondre en citant

CANADA - QUEBEC : HUMOUR — « UNE MAJORITE DES QUEBECOIS PREFERENT LA CONNAISSANCE A L'IGNORANCE »


Mais pour enseigner les vraies matières et la vérité, on est de plus en plus enclin à abrutir nos jeunes et à leur imposer par la ruse la nouvelle vision du monde. Quand cela ne suffit plus, on terrorise les enfants. Quant à tout ce programme LGBT ou ce cher monsieur Couillard, premier ministre libéral au Québec, nous voyons bien qu'il soutient ce programme qui corrompt le coeur, l'âme et l'esprit de nos enfants pour les amener à vivre dans l'immoralité la plus totale ainsi que dans la médiocrité d'où l'importance pour tous ces leaders de détruire tous les fondements de la famille. Voir le programme proposé par Le syndicat CSQ http://www.pouruneécolelibre.com/2014/07/le-syndicat-csn-suggere-des-livres.html

M. Couillard n'a-t-il pas rencontré le pape François tout dernièrement lors d'une visite à Rome? Eh oui, un autre vendu à Rome qui pousse cet agenda global pour un monde nouveau. De plus, les parents ne pourront plus exclure leur(s) enfant(s) de ce programme sans risquer de se les voir enlever par les services à l'enfance pour cause d'intolérance et aussi de se voir qualifier de personnes haineuses contre les autres communautés.
La connaissance à l'ignorance??? Aux Etats-Unis, on apprend que les élèves de 11e années doivent lire le livre des 3 petits cochons. Qu'en pensez-vous de cette connaissance?

lundi 31 août 2015



Remarque amusante du Premier ministre Couillard (ci-contre) interrogé au sujet du nouveau programme d’éducation à la sexualité (encore moins d’heures de français, voir aussi ici ?) en marge de la rencontre des Premiers ministres de l’est du Canada et des gouverneurs de la Nouvelle-Angleterre, Philippe Couillard a souligné qu’« il faut que le cours soit bien fait, donné par des personnes compétentes qui ont la formation pour le faire, qu’il soit équilibré et qu’il tienne compte de l’âge et du niveau des enfants auxquels il s’adresse ». = Mettre des agents du LGBT comme professeurs? Tenir compte de l'âge...." Voyez les autres posts sur ce sujet et vous verrez ce qui est déjà préparé pour nos enfants depuis belle lurette.

« Sur ce point-là, je pense que déjà une bonne majorité des Québécois préfèrent la connaissance à l’ignorance », a-t-il ajouté.

Le Premier ministre est un grand pince-sans-rire.

Il est bien évident que les gens préfèrent la qualité à de la camelote et la connaissance à l’ignorance.

Mais... lui-même admet que cette connaissance doit tenir « compte de l’âge et du niveau des enfants ». Donc toute connaissance n’est peut-être pas bonne à donner dès la maternelle ? Une certaine innocence s’accompagnant d’une certaine ignorance...

Et, surtout, est-ce que le programme d’éducation à la sexualité est vraiment
  • uniquement informatif ? Aucune idéologie comme cette lutte contre les stéréotypes sexuels dès 7-8 ans prévue dans le programme, hmmm ? En quoi ceci est-il de la connaissance plutôt qu’une volonté idéologique de changer la société :
    Citation:




    « Les élèves réfléchissent :
    aux diverses façons de s’exprimer comme garçon ou comme fille, au-delà des stéréotypes ; aux normes sociales et aux stéréotypes véhiculés dans l’espace public (publicité, télévision, Internet, etc.) ; à l’importance du respect des différences, aux impacts du sexisme et de l’homophobie »






  • Lutter à 7 ans contre l’homophobie...!? L’homophobie de ces garçonnets et fillettes étant sans doute simplement une préférence pour les couples hétérosexuels comme papa et maman. Très mal. L’État doit bien sûr intervenir, c’est évident, n’est-ce pas ?
  • et totalement informatif ? Le programme n’occulte-t-il aucun fait désagréable pour la doctrine hédoniste favorable à une sexualité précoce qui serait une bonne chose tant qu’« elle est [censément] protégée » ?  
Par exemple :
      Voir aussi

      Québec — éducation sexuelle : dispense en 1992, aucune exemption en 2015.

      http://www.pouruneécolelibre.com/2015/08/humour-une-majorite-des-quebecois.…


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      MessagePosté le: Mer 2 Sep - 16:51 (2015)    Sujet du message: JEAN-PAUL BRIGHELLI : « LA FABRIQUE DES CRETINS FONCTIONNE A PLEIN REGIME » Répondre en citant

      JEAN-PAUL BRIGHELLI : « LA FABRIQUE DES CRETINS FONCTIONNE A PLEIN REGIME »

      mardi 1 septembre 2015

      Professeur en classes préparatoires à Marseille et essayiste à succès, Jean-Paul Brighelli est l’un des principaux contempteurs de la réforme de Najat Belkacem.


      Dans un entretien incisif, il fait un réquisitoire implacable contre le système éducatif français actuel.

      Pour Brighelli, la « fabrique des crétins » atteint, aujourd’hui, son paroxysme.



      VIDEO : https://www.youtube.com/watch?v=E4vxmCx6ZfE

      http://www.pouruneécolelibre.com/2015/09/jean-paul-brighelli-la-fabrique-de…


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      MessagePosté le: Jeu 3 Sep - 07:20 (2015)    Sujet du message: ONTARIO PARENTS SAY "NO" TO LIBERAL PEDOPHILE BEN LEVIN'S SEX-ED CURRICULUM Répondre en citant

      ONTARIO PARENTS SAY "NO" TO LIBERAL PEDOPHILE BEN LEVIN'S SEX-ED CURRICULUM



      VIDEO (delete) : https://www.youtube.com/watch?v=YkNs804N7lw
      New link : http://www.sendspace.com/file/0yiign

      https://www.youtube.com/watch?v=YkNs804N7lw
      Parents and activists targeted local Liberal politicians across Ontario to protest the controversial sexual education curriculum rolling out when the school year resumes next week.

      On Wednesday, demonstrators met at the offices of their local Members of Provincial Parliament, as part of an Ontario-wide "day of protest" against the curriculum.

      In Ottawa, approximately a dozen protesters stood outside the office of MPP Madeleine Meilleur. The protesters held signs with messages including "Save our children," and shouted through megaphones that "sex education has to go."

      Approximately 10 protesters gathered in front of Daiene Vernille's office, where the Kitchener Centre MPP emerged to meet and listen to protesters' views that the curriculum should be introduced at a later age.

      One parent told CTV Kitchener's Marc Venema she was considering pulling her children out of the public school board, and enrolling them in a separate school instead.

      Parents in Toronto told reporters they'd keep their children at home if no changes were made. A small crowd gathered outside Ontario Premier Kathleen Wynne's constituency office, holding signs including several that read, "Morality just kicked out from Ontario."

      Others gathered outside the office to support the curriculum changes.

      "Society has changed. Your religious beliefs are fine. You should teach that at home and leave the rest of the teaching to the teachers," one person told CTV Toronto's Heather Wright.

      The Physical and Health Education curriculum received its first update since 1998 this spring, bringing Ontario's teachings in line with other provinces, the education minister said at the time.

      Review Ontario's updated Physical and Health Education curriculum

      Under the new curriculum, which will be taught during the 2015-16 school year, students will learn about consent, same-sex relationships, online bullying and sexting. They will also learn about masturbation, gender expression and contraception. Highlights of the curriculum broken down by grade are available online.

      "Sex education is always going to be controversial, but there are probably two main reasons why this particular curriculum is controversial," Peter Jon Mitchell, a researcher at the Institute of Marriage and Family Canada, told CTV News Channel on Wednesday.

      Parent groups and other protesters have argued that the curriculum contains some content that is not age-appropriate, he said.

      "Some parents feel that it's just too much, too soon."
      Others feel that they should have been consulted on the changes before they were put in place, he said.

      Mitchell added that reaching a general consensus among parents would have been a challenge for the provincial government, pointing to a similar curriculum update in New Brunswick in 2010.

      "Many parents agreed that sex education should be in the school, but they couldn't agree on the content. They couldn't agree on the timing or the nature of the program."

      The ministry has said that the curriculum will be introduced in the fall, regardless of the backlash from parents and some school boards.

      The ministry has argued that the update is long overdue, and that students can benefit from the new lessons.

      The Peel District School Board director backed the ministry's stance on the curriculum in a speech to be delivered on Wednesday.

      Director Tony Pontes' speech was sent to CTV Toronto by the board before his address to the annual meeting at Toronto's Pearson International Airport Convention Centre on Wednesday.

      Pontes wrote that any requests for students to skip lessons about gay families or gender identities will not be permitted.

      "Let's be clear. Some in our community may not like this," the statement said, adding that some may choose to switch school systems as a result.

      "If so, that is a price we must be willing to pay."

      Pontes' statement he respects the concerns of parents, and added that parents have a right to keep their child or children home, but teachers "cannot by action or inaction endorse discrimination.

      "I would no more say yes to someone wanting a child excluded because of a discussion about LGBTQ than I would a discussion about race or gender. All human rights are rights, and all are equal."

      Despite the updated curriculum, Canadian and U.S. research shows parents still have the biggest impact on children when it comes to learning about sex ed, Mitchell said.

      "Parents have an important role both in what they say and what they do," he said.

      Mitchell said close parent-child relationships have been linked to reduced pregnancy rates and higher use of contraceptives. Teens who are close with their parents are likely to become sexually active later in life than those who have a poor relationship with parents, he said.

      "Parents shouldn't underestimate the kind of impact and the kind of influence that they will have with their children, no matter what the curriculum is at the school."


      Dernière édition par maria le Mer 25 Nov - 04:03 (2015); édité 1 fois
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      MessagePosté le: Mer 9 Sep - 11:07 (2015)    Sujet du message: GRADE SCHOOL GIRLS IN GERMANY ORDERED TO COVER UP - SO AS NOT TO PROVOKE MUSLIM REFUGEES Répondre en citant

      GRADE SCHOOL GIRLS IN GERMANY ORDERED TO COVER UP - SO AS NOT TO PROVOKE MUSLIM REFUGEES

      Jim Hoft Sep 8th, 2015 3:07 pm http://www.thegatewaypundit.com/2015/09/grade-school-girls-in-germany-order…

      Parents of children at a Bavarian grade school were told to cover up their grade school girls so they won’t tempt the Muslim refugees in the gymnasium next door.



      Parents were warned — “Miniskirts could lead to misunderstandings.”

      The grade school sent a letter home this week.

      The Local reported:
      A school in Bavaria has sent a letter home to parents warning them not to let their daughters wear revealing blouses or short skirts, because emergency accommodation for refugees has been set up next to the gym.


      A week ago emergency accommodation for 200 Syrian refugees was erected right next to the gym of Wilhelm-Diess-Gymnasium in Pocking, Bavaria, Die Welt reports.

      The gym has been closed as a result, and PE lessons have been relocated to a nearby primary school, but the school is still worried about the refugees interacting with students.

      So worried in fact that the headteacher recently sent out a letter to parents to give reassurance about extra security measures.

      “For the refugees, access to the school gardens and buildings is strictly forbidden. The same goes for the school grounds during the day. The number of teachers on duty during breaks has been increased,” read the letter from headteacher Martin Thalhammer.

      The letter goes on to give students instructions on how to deal with the situation:
      “The Syrian citizens are mainly Muslims and speak Arabic. The refugees are marked by their own culture. Because our school is directly next to where they are staying, modest clothing should be adhered to, in order to avoid discrepancies. Revealing tops or blouses, short shorts or miniskirts could lead to misunderstandings.”

      The letter has not been met favourably by some parents, but a local politician, who did not want to be named, told Die Welt the move was “absolutely necessary”.

      “When Muslim teenage boys go to open air swimming pools, they are overwhelmed when they see girls in bikinis,” he said.

      “These boys, who come from a culture where for women it is frowned upon to show naked skin, follow girls and bother them without realizing. Obviously this is concerning for us,” he continued.

      http://www.thegatewaypundit.com/2015/09/grade-school-girls-in-germany-order…




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      MessagePosté le: Ven 11 Sep - 00:56 (2015)    Sujet du message: CANADIAN CHILDREN BEING INDOCTRINATED INTO AGENDA 21 Répondre en citant

      CANADIAN CHILDREN BEING INDOCTRINATED INTO AGENDA 21



      VIDEO : https://www.youtube.com/watch?v=ruISPwb_BvM


      Full document in pdf: http://www.lsf-lst.ca/media/agenda21....

      Liberty Machine News: http://www.youtube.com/user/DeathMeta...

      Information about agenda 21:

      http://canadianawareness.org/?s=agend...

      Interview with Rosa Kiore about Agenda 21:

      http://www.youtube.com/watch?v=sLPfxD...


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      MessagePosté le: Ven 11 Sep - 01:11 (2015)    Sujet du message: FRANCE : LA REFORME DU COLLEGE UN AN AVANT TOUT LE MONDE Répondre en citant

      FRANCE :  LA REFORME DU COLLEGE UN AN AVANT TOUT LE MONDE



      Dans un autre article sur cette école, on dit "La scolarisation dès l'âge de deux ans donne une chance de mieux entrer dans l'école".

      Il est donc clair que l'Etat veut prendre le contrôle de l'esprit des enfants dès le plus jeune âge et lui inculquer les valeurs communistes du nouveau citoyen du monde.


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      MessagePosté le: Sam 12 Sep - 11:22 (2015)    Sujet du message: CANADA - QUEBEC : L’ÉDUCATION A LA SEXUALITE GOUVERNEMENTALE, DIFFICILE D'Y ECHAPPER SAUF AVEC L'ECOLE-MAISON Répondre en citant

      CANADA - QUEBEC : L’ÉDUCATION A LA SEXUALITE GOUVERNEMENTALE, DIFFICILE D'Y ECHAPPER SAUF AVEC L'ECOLE-MAISON

      Une autre ruse utilisée par nos chers décideurs corrompus et le mouvement LGBT pour contrecarrer les droits parentaux et la protection morale que désire
      apporter et enseigner les parents responsables pour leur(s) enfant(s). C'est une guerre spirituelle entre le bien et le mal, entre les lois du royaume des morts et ceux du royaume de Dieu.

      vendredi 11 septembre 2015


      Comme nous l’avons déjà mentionné ici, le gouvernement québécois a annoncé que l’éducation à la sexualité reviendrait dans les écoles québécoises. Toutefois, ce ne sera pas dans le contexte d’un cours à part, les sujets seront répartis dans les différentes matières. Ceci implique — et le Ministère de l’Éducation l’affirme haut et fort — que l’exemption d’y assister ne serait plus possible alors qu’on pouvait dans les années 90 être dispensé du programme d'éducation à la sexualité de l'époque.

      À la lumière de cette nouvelle, la HSLDA prévoit que des familles songeront à instruire leurs enfants à la maison comme la loi le permet et que d’autres seront rassurées d’avoir fait le bon choix. En effet, cette décision du Monopole de l’Éducation n’affecte pas le programme d’études d’enfants éduqués à la maison selon la HSLDA. En effet, une représentante du Ministère de l’Éducation leur aurait affirmé que les parents qui instruisent à la maison leurs enfants ne sont pas tenus de suivre ce programme.

      La HSLDA rappelle que, pour elle, « les parents sont les mieux placés pour veiller à l’éducation de leurs enfants, et surtout lorsqu’il est question de valeurs morales. Nous savons que les parents éducateurs veillent aux besoins de leurs enfants en ce sens et savent mieux que quiconque si oui ou non un jeune est prêt à gérer certaines informations ou pas, et à faire la part entre la discrimination et les choix de vie personnels. »

      Source : HSLDA

      http://www.pouruneécolelibre.com/2015/09/leducation-la-sexualite-gouverneme…

      http://www.hslda.ca/fr/blog/education_sexualite_de_retour?year=2015&mon…


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      MessagePosté le: Sam 12 Sep - 12:47 (2015)    Sujet du message: THEOLOGY OF THE BODY FOR LITTLE KIDS? Répondre en citant

      THEOLOGY OF THE BODY FOR LITTLE KIDS?

      Just an other confirmation who's behind this global LGBT movement and the corruption of the soul of our kids and grandchilds.

      Author Says It’s Never Too Early to Begin Teaching Children the Truth and Meaning of the Body

      United States of America, September 11, 2015 (ZENIT.org)
      Kathleen Naab

      In a culture increasingly marked by confusion regarding sexuality, one author and speaker has set about making the basic tenets of Theology of the Body accessible to even the youngest members of the Church.

      Monica Ashour is the director of the Theology of the Body Evangelization Team (TOBET), and has recently released a series of books for children as young as 2, and another series for the kindergarten and early-elementary age group.

       ZENIT asked Ashour to explain why she’s written these books and to tell us more about her ministry.
       
      ZENIT: Monica, your Theology of the Body [ToB] for Tots and ToB for Kids are becoming well-known. Why is it never too young to start with this message?

       Ashour: In some respects, St. John Paul’s theology of the body is “ever ancient and ever new,” for it is the self-same Christianity but with a rightful emphasis, given our milieu: a focus on the body and its meaning. When I give talks, Catholics are a bit uncomfortable and even shocked when I remind them that the Source and Summit of our faith is centered around a body—The Body of Christ. Jesus doesn’t say, “This is my soul,” or “This is my divinity.” 
       
      “This is my Body” is what Jesus said, knowing His Body is like a “sacrament” of His entire self. Therefore, if we form the imaginations of children at a very young age to take seriously the truth and meaning of the body, it sets a solid foundation for a lifetime. 
       
      ZENIT: As you distill the message of theology of the body to pre-K levels, what is the main point that you try to convey? Maybe another way to say this is, what is theology of the body in its most simplified form?
       
      Ashour: The body matters! Why does it matter? It speaks a “language.” What is the language? LOVE. Love is the bottom line. Another way of saying love is that our bodies “teach” us that we are meant to be GIFTS. My ToB for Tots series has one book entitled, “Every BODY is a Gift” and my ToB for Kids series includes, “Everybody Has Something to Give.” So in reading these books at a very young age, children begin to see that they are meant to be gifts—and this happens through the body. 
       
      We have arms to hug others, eyes to show we care, fingers to paint pictures for another—our bodies are directed toward others—and when we live out the true meaning of the body through the gift of self, we image God Himself. The Father, Son, and Holy Spirit—three distinct Divine Persons—are gifts to each other from all eternity. So, when I speak to children or to their parents, the main message is for them to know their body—given as a gift to them from God—has deep meaning. And if they live according to that meaning, they will find fulfillment in life.
       
      ZENIT: Of course you cannot get into the “nitty gritty” of things like Gender Identity or sexuality with little ones, but one mom blogger praised your “God Made Boys and Girls” insofar as it sets a basis for giving the truth to children to counter such false messages. Can you elaborate on this? 
       
      Ashour: Sure. The first thing I ought to point out (not to children but to the Zenit readers) is that St. John Paul speaks about the fact that one’s personal experience matters and ought to be recognized. He speaks about Adam in Genesis 2 being “in search of his identity.” By no means should we bypass the person and his/her experience in order to get him a message. Evangelization consists in opening a “space” (Pope Emeritus Benedict loved that word) for a person-to-Person encounter—it is not knocking people on the head with objective truth
       
      Hence, given that respectful relationship emerging, then we might offer a different way of seeing, particularly, in seeing the body as a “GIFT.” St. John Paul speaks of “receiving creation as a gift” (which seems to be Pope Francis’ emphasis in his latest encyclical). Thus, if I really am convinced that my body is a gift, then if I am struggling internally with Gender Dysphoria or the like, perhaps it is not the body (my God-given gift) that is wrong, as an “enemy to freedom” to manipulate as I please, as RR Reno in First Things Magazine rightly underscores as modernity’s approach to the body, but perhaps I can focus on my personal experience and work to see what went amiss and how I might be healed

      In terms for children in ToB for Tots and for Kids—we say simply, “Daddy has a boy body. He’s a man,” and “Mommy has a girl body. She is a woman.” The body matters. It teaches the child whether he or she is male or female. This used to be an obvious truth! St. John Paul saw the need to emphasize the body in our Gnostic society. As I told Archbishop Paglia, the President of the Pontifical Council for the Family, when I was at a meeting in DC with him, “Please, Your Excellency, for the World Meeting of Families and for the Synod on the Family, mention the body and its significance.” 
       
      ZENIT: What else does TOBET do besides your children’s books (published by Pauline Books and Media) and talks to parents that can support families and the Church? 

      Ashour: TOBET—The Theology of the Body Evangelization Team—offers three main evangelization tools: 1. Theology of the Body Marriage Preparation book, along with an entire program, replete with a Facilitator’s Guide, Tips for Presenting, and a Pastoral Approach to Controversial Issues. Dioceses and parishes invite us to form their marriage prep team. 2. TOBET Seminars—for anyone, but Catholic schools, dioceses, and youth ministers are anxious for their leaders to be formed in TOB. Our speakers fly to places to do training. 3. TOBET4Youth—TOBET young adult speakers give nationwide retreats (including Confirmation retreats) and talks to the youth.



       Monica Ashour, executive director of the Theology of the Body Evangelization Team, Inc. (a 501 c 3 non-profit), holds both a Master’s in Theological Studies and a Master’s in Humanities from the University of Dallas. To order books or more information, go to www.tobet.org

      (September 11, 2015) © Innovative Media Inc.

      http://www.zenit.org/en/articles/theology-of-the-body-for-little-kids?utm_c…


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      MessagePosté le: Mar 15 Sep - 03:48 (2015)    Sujet du message: FRANCE : NAJAT BELKACEM RENDRAIT L'ENSEIGNEMENT DE L'ISLAM OBLIGATOIRE ET DE LA CHRETIENTE FACULTATIF Répondre en citant

      FRANCE : NAJAT BELKACEM RENDRAIT L'ENSEIGNEMENT DE L'ISLAM OBLIGATOIRE ET DE LA CHRETIENTE FACULTATIF

      . Société
      29 avril 2015

      Pierre Parrillo
      Blogueur http://pierre.parrillo.over-blog.fr/

      En France on n’a pas de pétrole, ou en tous cas pas beaucoup, mais en tous cas on a des idées ! Pas toujours les bonnes d’ailleurs… J’ai failli en tomber dans ma chaise quand j’ai entendu cette info hier matin sur Europe 1 !

      Grâce à la réforme du collège voulue par Najat Vallaud Belkacem, qui impactera d’une part l’enseignement du latin et du grec mais qui aussi à terme pourrait provoquer la disparition de nos collèges de l’enseignement de l’allemand, alors que l’Allemagne est le premier partenaire commercial français, on apprenait hier matin que la Ministre de l’Education avait encore bien d’autres idées derrière la tête. = Najat Vallaud Belkacem est elle-même musulmane. On voit donc la complicité et une volonté claire du gouvernement français de mettre en place cette religion et culture comme avant-garde dans les institutions scolaires françaises. Un autre plan qui s'étend de plus en plus dans tous les systèmes scolaires à travers le monde sous l'agenda international du Common Core.

      Il n’y a pas que les langues qui feront les frais de sa réforme ; il y a aussi l’histoire.

      Il semblerait qu’à compter de la rentrée 2016, l’enseignement de l’histoire de l’Islam en 5ème deviendrait un « module obligatoire », alors que celui de la Chrétienté au Moyen Age deviendrait facultatif.

      Certes, cela ne veut pas dire pour autant que les profs d’histoire feront l’impasse sur l’histoire de la chrétienté, mais nul ne peut nier le risque qui existe, à force de réformes et de refontes des programmes scolaires, que l’enseignement prévu aux cours d’histoire finisse à terme par écarter d’office toute discipline jusqu’à lors facultatives, par simple manque de temps. A raison d’à peine quelques heures d’enseignement par semaine, difficile de croire que les profs pourront balayer à la fois les modules obligatoires et les modules facultatifs… Du coup, à terme, l’enseignement de la Chrétienté au Moyen Age risque de passer à la trappe…. A la faveur de celui de l’Islam.

      De manière subversive, ni plus  ni moins, on cherche à relancer la question de la culpabilisation de l’Histoire de France… D’autant plus que les conquêtes coloniales et la traite négrière seront à terme privilégiés, au détriment de l’enseignement du Siècle de Lumières qui de son côté deviendra facultatif.

      Seul point positif, le texte de cette réforme n’est pas encore arrêté et devrait l’être, si tout va bien, d’ici la mi-mai. C’est-à-dire dans vraiment pas longtemps. De quoi nous promettre des débats animés… Ou quand la gauche se sert de l’école pour faire passer son message idéologique tout en cherchant à creuser encore un peu plus le lit de l’extrême droite…

      J’ignore exactement ce que recherche la Ministre de l’Education en voulant détruire notre école. Par ailleurs s’attaquer aux programmes est un faux problème puisque nul n’est dupe sur le fait que ça ne solutionnera en rien les maux dont souffre actuellement l’école de la République… Mais ça occupe… En s’agitant elle donne l’impression d’agir… Pourtant un jour il faudra bien s’attaquer au Mamouth…

      Je disais l’été dernier, alors que Manuel Valls venait de dissoudre son Gouvernement, que je trouvais anormal qu’une femme comme Najat Vallaud Belkacem en soit déjà, à cette époque, à son 3ème portefeuille Ministériel en 30 mois à peine. On n’a pas le temps, à raison d’un Ministère nouveau tous les 10 mois, de se consacrer à sa tâche et à ses dossiers ; du coup on est obligé, lorsque l’on est nommé Ministre, de se reposer sur le travail des autres… Le problème dans le cas de figure que je présente c’est qui sont ces autres ?

      Que lui avons-nous fait et quelle doctrine idéologique régie leur quotidien pour qu’ils en arrivent à vouloir radier, de manière très subversive, ce qui fait l’histoire de notre pays et sa culture, à la faveur d’une culture qui n’est pas celle de nos racines ?

      On attend les réponses des grands penseurs… Pas celles de ces trous du cul qui hurlent au racisme dès qu’on s’attaque à ce genre de sujets histoire de mieux contourner le problème. Non on attend l’intervention de gens étant dotés d’une certaine capacité d’écoute, de recul et d’analyse.

      Oui je sais… C’est trop demandé à des personnes de gauche… Mais gardons espoir !

      http://lagauchematuer.fr/2015/04/29/najat-belkacem-rendrait-lenseignement-d…


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      MessagePosté le: Jeu 17 Sep - 04:21 (2015)    Sujet du message: SAUDI WAHHABISM FUNDING CHRISTIAN MEDIA : ONE WORLD EDUCATION . – CONNECT ALL SCHOOLS Répondre en citant

      SAUDI WAHHABISM FUNDING CHRISTIAN MEDIA : ONE WORLD EDUCATION . – CONNECT ALL SCHOOLS

      Connect to this :

      AMBASSADORS FOR PEACE LEADERSHIP CONFERENCE HELD IN NAIROBI
      http://www.upf.org/peace-education-and-human-development/peace-education-reports/5746-leadership-confrence-for-ambassadors-for-peace-held-in-nairobi

      -----

      by Maggie • September 16, 2015


      The Saudis are buying media all over the Middle East to spread Wahhabism, the strictest form of Islam. A financially-strapped Christian-owned television station in Lebanon reached out for it. Qatar is trying to get back to their Wahhabist roots, and making great strides. How much is Saudi Arabia spending in Qatar? Read the following about Lebanon, and below it find a reminder of how the Qatar Foundation International (QFI) boasts of more than one hundred U.S. schools and organizations [August 2013] connected to the Connect All Schools program, and Connect All Schools is connected to the One World Education program. Our Department of Defense has ‘connected’ to all of them. Obama’s friend, Vartran Gregorian, an Iranian-born naturalized American citizen, is connected to Connect All Schools. Gregorian serves on the board of The Qatar Foundation International. Arizona received a $465,000 grant from QFI, money to create “innovative curricula and teaching materials to be used in any Arabic language classroom… .” Wonderful for our kids to learn a foreign language, right? Young, fertile minds. The hope of America?  Common Core’s Pearson Education is promoting the “Flat Classroom.” Translation: “Global Collaboration.” What do you know about The International Baccalaureat (IB)?






      Notice the little figure in the right bottom corner of the cartoon. He says: “This is how determined people fight a war.”
      Citation:


      [A] secret document reveals that a directive was given on May 8, 2012 to form a committee to exploit Murr TV’s financial troubles by offering a bribe in return for pro-Saudi coverage. The committee had representatives from the Saudi Ministries of Foreign Affairs, Finance, Culture, Media and General Intelligence Agency.

      Murr TV’s board chairman requested $20 million from the Saudis. The committee met on May 15, 2012 and decided that only $5 million would be offered.

      The network’s website boasts of its “independence,” saying it started in 1991 and began covering news in 1995. The Lebanese government was unhappy with its coverage and shut it down in 2002. It then re-launched in 2009…

      Emphasizing that in principle the support to any foreign media should serve the policy of the Kingdom and its interests. The committee doesn’t see anything to prevent the support of MTV within this policy,” the committee is reported as stating. Read the full story at Counter Jihad Report
       



      One World Education. Three words with a real program behind them. Connect All Schools. Three words with a real program behind them. Saudi Arabia Wahhabism. Three words with a real agenda behind them.

      Let’s look again at Arizona’s QFI contribution [2013] (much more here):
      Citation:


      A handful of similar programs funded by the Qatar charity exist in other American cities. In 2012, for example, the nonprofit provided $250,000 for a three-year pilot project for Arabic language at P.S. 368 in Harlem, reports DNA info New York.Source



      If you click the link ‘reports’ in the line above you’ll see the following:
      Citation:


      The  classes are voluntary this year, but next year, all second through fifth grade students will be required to take Arabic as part of the curriculum.
      The program is the first of its kind in New York City to integrate Arabic into an elementary school curriculum, organizers said.
      The classes are a joint program between the Language Project and the Washington, D.C.-based, non-profit Qatar Foundation International.
      “This is important because in the near future, Arabic is going to be a global language,” Mamdouh added.
      “These kids are like sponges the way they learn the pronunciation and the words.”



      Click here to see the map of the schools involved with Connect All Schools. Click here to locate a school in a particular area. school.

      What do you know about the The International Baccalaureat? Three words with a real program behind it. Find a U.S. IB program here.

      From my Common Core Timeline:
      Citation:


      1964, The International Baccalaureate (IB) program was founded in Geneva, Switzerland. Beginning with only high school programs it has now extended to K-12. Switzerland is a socialist-leaning country, if you think not, you’re wrong. A vote of citizens on a guaranteed monthly income, no strings attached, if you breath and you qualify, is pending. At stake is a $2,800 check from the government, each and every month, forever. It’s called “basic income.” According to Business Insider, the “basic income” replaces welfare. Here is one example of how the IB works in American schools today:



      Part of the IB admission process requires student essays. Do you think a child with a conservative upbringing, or conservative thought of his/her own can get into the IB program, if she/he puts it down on paper? No, I don’t either.

      Good grief, the Saudi’s are buying Christian media in Lebanon, and while the station says they are “independent,” the Saudis have the hammer, and with the hammer comes the spread of Wahhabism.

      UPDATE: Check this out from Gumpy Opinions: Commor Core, the Bush Klan, Damned Lies and Agenda 21.

      If you have time, please vote one or both of the polls of that top of the page, both left and right.

      If you would like to receive Maggie’s Notebook daily posts direct to your inbox, no ads, no spam, EVER, enter your email address in the box below.

      http://www.maggiesnotebook.com/2015/09/saudi-wahhabism-funding-christian-me…


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      MessagePosté le: Lun 21 Sep - 07:43 (2015)    Sujet du message: MUPPETS, CIRCA 2016 : 'FULL-FRONTAL NUDITY' Répondre en citant

      MUPPETS, CIRCA 2016 : 'FULL-FRONTAL NUDITY'

      Modern-day ad paints beloved characters in 'adult' light
      Published: 4 days ago

      Cheryl K. Chumley is a staff writer for WND and author of "Police State USA: How Orwell's Nightmare is Becoming our Reality." Formerly with the Washington Times, she is a journalism fellow with The Phillips Foundation in Washington, D.C., where she spent a year researching and writing about private property rights.



      A-gaggle-of-Muppets

      A new ABC advertisement for the decades-old, kid-friendly, parent-approved Muppets has put the puppets in what one commentator has described as an “adult” light, promoting the childhood show as a network television event “with full-frontal nudity.”

      The promotion is a bit odd, given one signature Muppet, Kermit the Frog, has always appeared absent clothing – but without fanfare. Todd Starnes of Fox News opined: “I suspect [the ad's] going to shock a lot of moms and dads when they discover that the family-friendly Muppets of the 1970s are no more.”

      Get the hottest, most important news stories on the Internet – delivered FREE to your inbox as soon as they break! Take just 30 seconds and sign up for WND’s Email News Alerts!

      Starnes saw the ad when he emerged from a city train station beneath the Fox News Corner of the World and read, with interest, ABC’s newest poster: “Finally. A network TV show with full-frontal nudity,” alongside an image of Kermit holding a green drink, with a towel wrapped about his neck.

      And Kermit reported says in a promotional video for the show: “It’s sort of an adult Muppet show.”

      The Daily Mail notes the new Muppets will cover topics like sex, drugs and “interspecies relationships.” One source said to that paper: “No subject is off limits. Everyone remembers the classic Jim Henson Muppet Show of the 1970s and 1980s, but this new show is aimed firmly at a mature, modern audience and addresses subjects that would have been taboo in the past.”

      For example, one show has Fozzie Bear in a relationship with a human, and the woman’s father broaches the scenario of the couple’s children.

      “Where will they go to the bathroom – in the woods?” the father asks.

      And Fozzie’s reply: “That is an offensive stereotype.”

      Starnes guessed if the show proved successful, other similarly childish characters would make the move to the adult world. too.

      Don’t miss Phyllis Schlafly’s book, now available autographed at the WND Superstore: “Who Killed The American Family?”

      “I could foresee a made-for-television drama about Wile E. Coyote serving hard time for the attempted murder of Road Runner,” he wrote, in Fox News. “Or how about a reality series based on Daffy Ducky’s time in a mental institution? And Lifetime should be all over the heart-pounding miniseries, ‘I Married a Rabbit: The Elmer Fudd Story.’”

      http://www.wnd.com/2015/09/muppets-circa-2016-full-frontal-nudity/?cat_orig…


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      MessagePosté le: Mar 22 Sep - 09:02 (2015)    Sujet du message: ANTI-ISRAEL PROPAGANDA - NOW, IN US ELEMENTARY SCHOOL Répondre en citant

      ANTI-ISRAEL PROPAGANDA - NOW, IN US ELEMENTARY SCHOOL

      The trickle-down effect: Palestinian with terror links speaks to third graders in Ithaca, NY about 'Israeli oppression.'

      By Tova Dvorin
      First Publish: 9/21/2015, 4:32 PM


      Young children (illustrative)
      Yonatan Sindel/Flash90

      Anti-Israel propaganda has long been a problem on US university campuses - but now it has trickled down to the elementary school level. 

      Infamous Palestinian Arab "activist" Bassem Tamimi spoke at an Ithaca, NY elementary school on Friday to present to third-graders a presentation on the "suffering" of Palestinian Arab children in Israel. 

      Tamimi's visit to Beverly J. Martin Elementary was arranged via anti-Israel activist Ariel Gold, the current head of the North American branch of Sabeel International - an anti-Israel Christian organization actively working to skew Christian dominations toward divestment resolutions against the Jewish state. 

      Gold and Tamimi met in late 2014, during the former's visit to the Palestinian Authority (PA) town of Bil'in; she has since then become Tamimi's official agent for international trips to hawk anti-Israel propaganda. Gold proudly posted a photo from his visit to the school on Facebook. 

      Tamimi is infamous for using his young children as props in anti-IDF media films; he was convicted in 2012 for orchestrating rock-throwing attacks from the rooftops of the Arab settlement of Nabi Saleh. 

      One of his relatives, Ahlam Tamimi, personally brought the suicide bomber Izzadin Al-Masri by taxi and bus through the security checkpoints and into Jerusalem to the site of the Sbarro restaurant and fled the scene after instructing Al-Masri not to explode until she was safe. This attack at the Sbarro restaurant in Jerusalem in August of 2001 was one of the deadliest terror attacks in Israel’s history, and it took place during the Second Intifada, also known as the Oslo War. 15 people were killed in the Sbarro attack, including five members of the Schijveschuurder family from the community of Neria in Binyamin and 130 wounded, including one young mother who has never regained consciousness.


      Ahlan Tamimi has been filmed expressing her pleasure over her role in killing innocent Jews during the attack, and has been hailed as a Palestinian hero - even more so after being released as part of the 2011 Gilad Shalit deal. 

      Beverly J. Martin has not yet responded to requests for comments on the presentation, its content, and how a controversial political figure was allowed access to young children. 

      Ithaca, NY has become infamous for its pro-Palestinian, and even Islamist, activities.


      In March, Cornell University - which is proudly located in the otherwise lesser-known town - became the subject of scrutiny after video footage surfaced of its dean openly sanctioning an Islamic State (ISIS) and Hamas training camp on campus. 

      Two months later, an Ithaca co-op, GreenStar Cooperative Market, narrowly averted a resolution to adopt a boycott against Israel after being targeted by Boycott, Divestment, and Sanctions (BDS) activists. 

      More recently, the city hosted a film festival "documenting Palestinian life" just last week, and several other pro-Palestinian films are being shown in October and November. 

      http://www.israelnationalnews.com/News/News.aspx/200927#.VgCqC11wsqI


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      MessagePosté le: Sam 26 Sep - 18:16 (2015)    Sujet du message: ISLAM HAS BOUGHT FRANCE'S MOST IMPORTANT UNIVERSITY Répondre en citant

      ISLAM HAS BOUGHT FRANCE'S MOST IMPORTANT UNIVERSITY

      Posted on September 25, 2015 by creeping

      And many universities (and politicians) in the U.S. via: Campus Watch

      François, the professor of literature protagonist of the latest sensational novel by Michel Houellebecq, “Submission”, is forced to convert to Islam to continue his academic career at the Sorbonne, whose rector, Robert Rediger, is a fervent Muslim.

      In fact, the Sorbonne, not just in the novel, is subsidized by Saudi Arabia. A case when fiction predates reality.

      A few days ago, the president of the Sorbonne, Philippe Boutry, signed an agreement with the attorney general of the state of Qatar. Within the next three years, the Islamic monarchy will finance the studies of hundreds of Syrian immigrants at the Parisian academic jewel. The Sorbonne has accepted 600,000 euros per year for three years.

      In 2015, the Café de Flore, the mecca of French intellectuals, kneels in front of bearded fanatics, just as thirty years ago it knelt before Stalin. The French intelligentsia always kneels before the winner, or what it sees as the future winner.

      In the UK, Islam is also buying the British academia. Eight universities, including Oxford and Cambridge, have accepted more than 233.5 million pounds sterling from Saudi and Muslim sources since 1995. The total sum amounts to the largest source of external funding to UK universities.

      In the US it is the same. 20 million dollars were donated to the Middle East Studies Center at the University of Arkansas; 5 million dollars to the Center for Middle East Studies at Berkeley in California; 11 million to Cornell University in Ithaca, New York and a half million dollars to Texas University (the seventh university, in order of size, in the United States); 1 million to Princeton; 5 million dollars to Rutgers University.

      The Soviet Union, during the Cold War, invested much less in its propaganda operations in the West.

      And there is another important difference. The Western intelligentsia fought the Communist efforts to subvert Western democracy. Their current relativistic heirs are offering appeasement to Islam’s agenda. The glorious French academy is now becoming an Islamic refugee camp.

      Meanwhile, the real French professor of philosophy used by Houellebecq as the model for his Robert Rediger character is still hiding for having criticized Islam. It is my friend Robert Redeker.

      To quote from Nietzsche’s Zarathustra, “die wuste wächst”. The desert grows in Europe.

      https://creepingsharia.wordpress.com/2015/09/25/islam-has-bought-frances-mo…


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      MessagePosté le: Mar 29 Sep - 04:20 (2015)    Sujet du message: LE PARLEMENT EUROPEEN A ADOPTE L'ENSEIGNEMENT OBLIGATOIRE DE L'EDUCATION SEXUELLE ET DE LA THEORIE DU GENRE DES L'ECOLE PRIMAIRE Répondre en citant

      LE PARLEMENT EUROPEEN A ADOPTE L'ENSEIGNEMENT OBLIGATOIRE DE L'EDUCATION SEXUELLE ET DE LA THEORIE DU GENRE DES L'ECOLE PRIMAIRE

      Publié par wikistrike.com sur 28 Septembre 2015, 05:43am

      Catégories : #Social - Société, #Culture - médias - Livres - expos - rencontres




      "Des mesures d'égalité des sexes doivent s'appliquer à tous les niveaux du système éducatif, y compris dans les programmes et la formation des enseignants, de manière à mettre fin aux stéréotypes liés au genre". Voilà donc ce qu'indique le communiqué de presse du parlement européen. Et après, on nous assure que la théorie du genre, ça n'existe pas. Vous trouverezl'intégralité du rapport Rodrigues ici et notamment le passage illustré plus haut qui confirme la volonté de rendre obligatoire l'éducation sexuelle auprès de nos enfants et ce dès 6 ans. Pour ceux qui pensaient que le projet était enterré, détrompez-vous. Il est plus que jamais en bonne voie alors que la population française n'est absolument pas au courant.

      Les médias de masse vont-ils encore nous dire que c'est une rumeur complotiste ? Enfin, cette fois-ci, ils ont fait encore plus fort: Ils n'en parlent pas du tout, c'est plus simple d'esquiver le sujet, c'est sûr. Le rapport a été adopté il y a 15 jours pourtant mais aucun média français n'a cru bon de publier un article. Je vous invite au passage a (re)découvrir le document édifiant évoquant les "Standards pour l'éducation sexuelle en Europe" du bureau régional pour l'Europe et notamment la matrice de la page 38 du document. Si c'est cela que veut mettre en place l'Europe comme éducation sexuelle pour les enfants, ça promet. Fawkes

      --------

      Rapport Rodrigues : l’idéologie du genre au Parlement européen ?

      Le Parlement européen a adopté, le mercredi 9 septembre 2015, le Rapport Rodrigues par 408 votes pour, 236 contre et 40 abstentions.

      Intitulée « Emancipation des jeunes filles par l’éducation dans l’Union européenne », la résolution élaborée par la députée européenne portugaise, Liliana Rodrigues, avait été, dans un premier temps, adoptée le 16 juin dernier par la commission des droits de la femme et de l’égalité des genres au Parlement européen (FEMM).

      Ce rapport « vise à assurer l’égalité et l’autonomisation des filles par l’éducation, à se conformer à la Convention d’Istanbul en tant qu’outil pour prévenir la discrimination entre les sexes, à créer une culture de l’école basée sur l’égalité des sexes, à superviser de façon critique les programmes et le matériel d’enseignement, à assurer l’égalité des sexes en ce qui concerne les décisions personnelles et professionnelles et à améliorer le pourcentage de femmes dans les postes à responsabilité et de cadres supérieurs » a déclaré Liliana Rodrigues.

      La résolution préconise des mesures d’égalité des sexes qui devraient s’appliquer à tous les niveaux du système éducatif, y compris dans les programmes et la formation des enseignants, de manière à mettre fin aux stéréotypes liés au genre.

      Le communiqué de presse du Parlement explicite la finalité du rapport Rodrigues :  « L’éducation aux questions d’égalité des sexes devrait faire partie des programmes scolaires et les matériels didactiques ne devraient pas contenir de contenus discriminatoires, stéréotypés ou sexistes, estiment les députés. Pour promouvoir une éducation sans stéréotypes, les enseignants devraient recevoir une formation sur l’égalité et les programmes et du matériel éducatifs devraient être revus de manière critique. De plus, les États membres pourraient envisager de rendre obligatoire une éducation adaptée à l’âge sur la sexualité et les relations dans tous les programmes de l’école primaire et secondaire. (…). Et pour lutter contre les discriminations fondées sur l’orientation sexuelle et l’identité de genre, les députés demandent à la Commission de soutenir l’inclusion d’informations objectives concernant les questions LGBTI dans les programmes scolaires ».

      Souhaitant peser sur le contenu de l’éducation et « éduquer les parents », ce rapport, qui contient de nombreuses références à l’idéologie du genre, avait suscité de vives polémiques. Pour en dénoncer les risques, une pétition à l’attention de la présidence du Parlement européen et de la Commission européenne a été signée par plus de 160 000 personnes.

      Source: Alliance Vita

      Lu ici



      http://www.wikistrike.com/2015/09/le-parlement-europeen-a-adopte-l-enseigne…    


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      MessagePosté le: Mar 29 Sep - 13:02 (2015)    Sujet du message: UNFPA & THE SUSTAINABLE DEVELOPMENT GOALS Répondre en citant



      UNFPA & THE SUSTAINABLE DEVELOPMENT GOALS



      On 25 September, the 193 member states of the United Nations unanimously adopted the Sustainable Development Goals, a set of 17 goals aiming to transform the world over the next 15 years. These goals are designed to eliminate poverty, discrimination, abuse and preventable deaths, address environmental destruction, and usher in an era of development for all people, everywhere. 

      The Sustainable Development Goals are ambitious, and they will require enormous efforts across countries, continents, industries and disciplines – but they are achievable.

      UNFPA is working with governments, partners and other UN agencies to directly tackle many of these goals – in particular Goal 3 on health, Goal 4 on education and Goal 5 on gender equality – and contributes in a variety of ways to achieving many of the rest.

      Click on the icons below to see how UNFPA’s work will help advance this bold vision for a better, healthier, more equitable and more sustainable future.

      To see a full list of the Goals, visit United Nations 2015: Time for Global Action.

      ...

      Goal 4. Ensure inclusive and quality education for all and promote lifelong learning

      Some 103 million young people around the world lack basic literacy skills; more than 60 per cent of them are women. Additionally, research shows that a majority of young people lack sufficient knowledge about their sexual and reproductive health, leaving them vulnerable to sexually transmitted infections, adolescent pregnancy and a host of other concerns.

      UNFPA works with governments to promote gender equality as well as investments in education and opportunities for young people. UNFPA also supports programmes that teach literacy, numeracy, human rights and life skills to vulnerable adolescent girls, and helps to develop and implement comprehensive sexuality education, which teaches young people about their bodies, health and disease prevention.

      Equipping women and girls with the ability to choose the timing and number of their children also helps them stay in school.

      See more: Sexuality education comes to Kyrgyzstan, Universal quality education impossible without upholding girls’ and young people’s rightsIn Niger, empowering girls to take a stand against child marriage

      Goal 5. Achieve gender equality and empower all women and girls

      Women are much more likely than men to be impoverished, deprived of education and opportunities, and victimized by sexual and domestic violence. Goal 5 calls for the elimination of all forms of violence against women and girls, the end of all forms of gender-based discrimination, and the elimination of harmful practices such as child marriage and female genital mutilation (FGM). It also calls for ensuring universal access to sexual and reproductive health and reproductive rights.

      UNFPA supports policies and programmes that promote gender equality at all levels – from villages and schools to whole countries. UNFPA also collaborates with partners around the world to eliminate child marriage and FGM, practices that violate girls’ rights and perpetuate inequalities. And UNFPA works closely with partners – including men and boys themselves – to fight the global epidemic of gender-based violence.

      UNFPA leads the UN’s efforts in promoting access to sexual and reproductive health and reproductive rights, including through strengthening health systems, training midwives, improving education about sexual and reproductive health, and supporting health services in many of the most deprived places on earth.

      See more: Stemming the tide of violence: From abuser to reformer, Gender equality guaranteed in Tunisia's new constitution, Gender equality key to ending dangerous and discriminatory practices, Madagascar sees a new generation of women leaders

      http://www.unfpa.org/sdg


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      MessagePosté le: Mer 30 Sep - 06:39 (2015)    Sujet du message: RELIGION VERSUS EQUALITY? Répondre en citant


       
      RELIGION VERSUS EQUALITY?

      Number 51: Fall 2015

      llustration by Timothy Goodman and Victoria Black

      Which one of these statements is not like the others? My religion forbids me from eating pork. My religion prohibits me from saying the Pledge of Allegiance. My religion requires me to wear special clothing. My religion requires me—as a private business owner—to refuse services to same-sex couples who are planning weddings. 

      The fourth statement is the outlier in this series, and it’s wrapped up in a culture war that pits religious freedom against individual rights. This war is being fought very publically, and it has implications for students and teachers.

      Tensions between advocates for religious rights and advocates for LGBT equality have existed for years, but in the wake of LGBT-rights victories culminating in the U.S. Supreme Court’s 2015 Obergefell v. Hodges ruling, these tensions have mounted significantly. The Court’s decision in Obergefell held that same-sex couples nationwide have a constitutional right to marry. Many Americans see the ruling as a watershed moment in the struggle for equality; others consider it a violation of their faith and fear that their free-exercise rights will be trampled on. In the legislative and legal arenas, resistance to LGBT rights, including marriage equality, has come under the umbrella of so-called “religious refusals.”  

      This divide has all the makings of a classic social studies dilemma: competing rights and values, how change often meets resistance, and how the legislative and legal systems can be used to advance and thwart social movements. Social studies teachers are uniquely positioned to put these topics into context for students. 

      Teaching About Religious Freedom and Religious Exemptions  

      Charles C. Haynes, vice president of the Newseum Institute and executive director of the Religious Freedom Center, says, “Part of the challenge is to find the right place in the curriculum to teach about these issues. … ut I would say that every government teacher has a wonderful opportunity to address what is arguably the defining issue of our times. That is, how are we going to live with our deep differences in the United States? And to address that issue in our diverse communities, our diverse classrooms, we need to tackle how religion is treated in our public sphere and our communities.”

      The on-the-ground realities of religious freedom, Haynes says, need to be a salient part of the story told in classrooms. Why? Religious diversity—and the freedom of religion—is a pragmatic lesson in U.S. history.

      First Things First

      Haynes cautions against starting with today’s debate; students may simply shout past one another. “Whether it’s a government teacher or, in the earlier grades, a civics teacher or in a history classroom,” Haynes says, “the most important strategy is to start with our historic struggle to live up to the principles in the First Amendment.” But this story begins well before the ratification of the Bill of Rights in 1791.  

      Teachers can, for example, discuss Roger Williams—who founded the first Baptist church in America even as he was a proponent of religious freedom—and why he founded Rhode Island as the first society where freedom of conscience was protected. Williams certainly did not see all religions as true, but believed that any union between church and state corrupted both.

      Or teachers can bring up the Virginia General Assembly, which, in 1786, became the first legislature in the world to disestablish religion when it passed the Virginia Statute for Religious Freedom, written by Thomas Jefferson. Supported by Baptists, Presbyterians and Quakers—dissenters from the state-supported Anglican Church—the statute protected all religious minorities, including Catholics and Jews. 

      The First Amendment notably states that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.” In U.S. history, religious freedom began as a right to practice and has emerged as an inalienable right to protect claims of conscience. Haynes says, “Most public school teachers today don’t use the word conscience, don’t define it, don’t help students understand it, but yet it is at the heart of who we are as a country.” However, although liberty of conscience is both valued and protected, it is far from absolute.

      To illustrate how the lines that demarcate religious freedom have shifted over time, teachers can point to landmark cases. In 1878, the Supreme Court ruled in Reynolds v. United States that religious belief cannot be used as a defense in a criminal act—in this case, bigamy. Citing Thomas Jefferson, the Court made the distinction between belief, which is inviolable, and actions, which governments have the power to restrict. Famously, the Reynolds ruling noted that the First Amendment would not protect the practice of human sacrifice, even if it were part of someone’s religious beliefs. 

      In 1963, Sherbert v. Verner shifted the line again. Adeil Sherbert, a Seventh-day Adventist in South Carolina, was fired for refusing to work on a Saturday—her Sabbath—and denied unemployment insurance by the state. The Supreme Court ruled in her favor, establishing what is known as the “Sherbert test.” Under this test, a person holding sincere religious beliefs is protected from government action that substantially burdens the exercise of her beliefs unless the state can show a “compelling interest” in limiting that freedom. 

      “That doesn’t mean the religious claim wins automatically,” Haynes says. “It just means that we take it seriously.”





       
      Religious Freedom Restoration Laws 

      Once the historical backdrop is established, teachers can turn to today’s debates over whether one person’s religious beliefs allow them to deny rights or services to another person. In 2015, state legislatures considered nearly 80 bills that amount to “anti-LGBT religious refusals,” according to the American Civil Liberties Union (ACLU). 

      LGBT-rights advocates, including the ACLU, view religious refusals as claims by individuals, groups or institutions to rightfully discriminate against the LGBT community in the name of religion. For religious objectors to same-sex marriage, the issue is exemption from providing services on grounds of conscience. Religious freedom restoration acts (RFRAs) represent a hot-button issue since they were the most common bills in the backlash to the marriage-
      equality movement.


      Teaching about RFRAs is not easy. A good starting point is the 1990 Supreme Court decision in Employment Division v. Smith. Two American Indian counselors in Oregon were fired by their private employer for ingesting peyote, an illegal hallucinogenic drug, and were denied unemployment compensation from the state. The Court ruled that the counselors did not have the constitutional right to use peyote even though it’s used in their Native American Church ceremonies.


      The Court’s decision in that case weakened the Sherbert test. With the 1990 ruling as precedent, any generally applicable law could now be applied to religious individuals or groups even if it burdens the free exercise of their faith. 

      In direct response to the Employment Division decision, a wide coalition pushed for a federal law that would restore the Sherbert test. In 1993, President Bill Clinton signed this first RFRA, titled the Religious Freedom Restoration Act, into law. It holds that federal laws or rules cannot substantially burden someone’s free exercise of religion, unless there is a “compelling interest” and the government has taken the least-restrictive way to advance that interest. Since 1997, when it became clear in the City of Boerne v. Flores ruling that the RFRA only applies to federal laws and policies, a wave of state-level RFRAs have been proposed and enacted.

      RFRAs are important protections for religions in the minority. “f you’re a majority—like in America, if you’re Christian—there are a lot of ways your religion is already just baked into the political and social fabric,” says Kara Loewentheil, director of the Public Rights/Private Conscience Project at Columbia Law School. 

      So why, some 20 years after the first wave of state RFRAs, are states again seeking to pass these laws? Two factors contributed to the recent wave: the rapid gains of the marriage-equality movement and the 2014 Supreme Court decision in Burwell v. Hobby Lobby. That decision held that the owners of Hobby Lobby, a for-profit business, could deny contraceptive coverage—required under the federal Affordable Care Act—to employees because of the owners’ religious beliefs. 

      According to Haynes, the Hobby Lobby case was a light-bulb moment for opponents of marriage equality who saw new state-level RFRAs as a way to allow individuals and businesses to opt out of having to honor newly gained LGBT rights. 

      In no time, the proposed laws drew national attention. “The problem and the reason RFRAs are important to pay attention to now,” Loewentheil says, “is that they are being written and lobbied for and used by people who are actually already members of a majority religion, and who actually want other people to have to follow their religion.” Critics of RFRAs argue that no one’s right to religious exercise is being threatened,  and that supporters are using the laws to deny the rights of people whose practices they find repugnant.

      Restoration or Discrimination? 

      Indiana’s 2015 RFRA is a case in point. The state legislature passed it just months after a U.S. district court ruling made same-sex marriages legal in Indiana. The state’s RFRA specifically allowed private businesses to make religious claims; efforts to introduce an anti-discrimination amendment were voted down. To its many critics, Indiana’s RFRA, which was backed by prominent anti-LGBT groups, was a “license to discriminate.” 

      In the face of significant public pressure and the threat of an economic boycott from groups as diverse as the NCAA, Angie’s List and Subaru, the legislature revised the law. Critics of the revised act point out that the changes don’t go far enough because in Indiana, as in many states, anti-discrimination laws covering housing, education, employment and public accommodations do not include sexual orientation or gender identity. 

      The story does not end here. Religious refusals to LGBT rights—whether they are state-level RFRAs, other types of bills or court cases under existing law—will continue. 

      So what’s the bottom line for educators who want to teach about religious freedom and LGBT rights? Haynes offers these words of advice: “I just hope that teachers in classrooms help students understand that equality and liberty are both core principles in our country, and without both of them we’re lost. We need to teach both and to honor both.”


      >> Integrate the history of religion freedom into your instruction with this model lesson.
      >> Click here for the PDF version of this story. 
       
      Classroom Tips 


      Complicate the binary. 

      Publicly, the conversation around legislation like RFRAs often pits religion against rights. But that’s not the right framing. Many people of faith support social justice and equality, and might be compelled to do so from a place of faith. 

      Point to historical and contemporary examples. 

      Throughout U.S. history, communities of faith have supported and organized social justice movements. Examples are found in the abolitionist movement, the civil rights movement, the “Moral Monday” movement in North Carolina and many others. 

      Support LGBT and religious students. 

      Classroom conversations on religious refusals to rights may cause LGBT students and deeply religious students to feel vulnerable and threatened. It’s important to recognize that these emotions may emerge and to have strategies on hand to ensure your classroom is safe and inclusive for all students.

      Do not tolerate harassment. 

      Students have the right to express their views about same-sex marriage, whether motivated by religion or not. They do not have the right to mock, insult or ridicule those who do not share their views. If needed, revise your classroom or school policies to underscore this distinction.

      http://www.tolerance.org/magazine/number-51-fall-2015/feature/religion-versus-equality


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      MessagePosté le: Mer 30 Sep - 07:44 (2015)    Sujet du message: TRANSGENDER DILDOS FOR 4 YEAR OLDS - PARENTS BUYING STRAP-ON PENISES FOR FTM TRANNIES Répondre en citant

      TRANSGENDER DILDOS FOR 4 YEAR OLDS - PARENTS BUYING STRAP-ON PENISES FOR FTM TRANNIES



      VIDEO (delete) : https://www.youtube.com/watch?v=YvAlNC3G5P4
      New link : http://www.sendspace.com/file/hc1fox


      Dernière édition par maria le Mer 25 Nov - 04:07 (2015); édité 1 fois
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      MessagePosté le: Mar 6 Oct - 06:23 (2015)    Sujet du message: CHINESE AMERICAN MOM ~ COMMON CORE IN U.S SAME AS COMMUNIST CORE IN CHINA Répondre en citant

      CHINESE AMERICAN MOM ~ COMMON CORE IN U.S SAME AS COMMUNIST CORE IN CHINA



      VIDEO : https://www.youtube.com/watch?v=WAIetn6sE00

      Mother of 3 Lily Williams comes to America for freedom and gets more communism under Common Core.

      For more information please visit:

      Lily Williams on Facebook

      https://www.facebook.com/pages/Lily4L...


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      MessagePosté le: Mer 7 Oct - 01:03 (2015)    Sujet du message: MOM SAYS HELL NO TO ISLAM IN THE CLASSROOM Répondre en citant

      MOM SAYS HELL NO TO ISLAM IN THE CLASSROOM

      Jenco Mackey October 6, 2015



      A parent of a junior high school student has refused to let her son complete homework on the Five Pillars of Islam, writing on the worksheet “My son will not be a part of this!” and then posted it to Facebook, as you can see above.

      According to news outlets,  Tara Cali posted a photo of a worksheet on Facebook she says was handed out in her son’s 7th grade history class.

      Titled, “Islamic Beliefs and Practices,” students were to list the Five Pillars of Islam and scan a QR code with a mobile phone or tablet, which would take them to a YouTube video of “a call to prayer at the Blue Mosque in Istanbul.”

      Cali was incensed by the lesson and made it clear her son would not be completing it.

      Score one for the moms out there.

      http://mrdemocratic.com/2015/10/mom-says-hell-no-to-islam-in-the-classroom/


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      MessagePosté le: Mer 7 Oct - 19:01 (2015)    Sujet du message: FRANCE — REFORME DES COLLEGES : UN « FORMATAGE IDEOLOGIQUE » ET FICHAGE SELON SYNDICATS Répondre en citant

      FRANCE — REFORME DES COLLEGES : UN « FORMATAGE IDEOLOGIQUE » ET FICHAGE SELON SYNDICATS

      mardi 6 octobre 2015


      La controversée ministre de l’Éducation en France, Najat Belkacem, a décidé de recourir à des professeurs chargés de former leur collègue à sa contestée réforme. Les volontaires sont rares et les syndicats dénoncent une volonté de « formatage idéologique ».

      Société de la surveillance et de la délation ? Le syndicat d’enseignant SNALC avait dénoncé le « flicage des opposants à la réforme du collège » et des « dérives autoritaires ».

      Fichage des enseignants selon leur attitude vis-à-vis de la réforme du collège

      Le Figaro révèle alors que l’académie de Toulouse a mis en place un dispositif pour repérer les établissements dans lequel l’application de la réforme va être « complexe ». Lors d’une réunion des cadres de l’académie, un inspecteur a indiqué que les enseignants seraient classés en trois groupes : les « progressistes, proactifs, convaincus, avocats ou relais » de la réforme, les « attentistes, passifs indifférents, indécis » et, enfin, les « opposants, rebelles, hostiles, irréductibles ». Là où l’application de la réforme s’avère compliquée, des « protocoles de formation » des enseignants vont être mis en place et « ajustés ». Des propos qui révèlent des « méthodes courantes » pour le SNES, principal syndicat du second degré [école secondaire + cégep], qui trouve cependant que « Ce qui est nouveau et inquiétant, c’est de le dire sans fard, en toute transparence ».


      La ministre Najat Belkacem

      Des professeurs chargés de « former » les autres enseignants


      Face à la fronde persistante envers sa réforme du collège, Najat Belkacem avait, en effet, annoncé au début du mois de septembre qu’elle allait faire appel à des professeurs volontaires chargés de former les autres enseignants à cette réforme contestée et répandre la bonne parole socialiste aux équipes enseignantes et de direction. Une méthode décriée par les syndicats d’enseignants : le SNALC dénonce des « séances de formatage idéologique à la réforme » tandis que le SNES encourage les professeurs à exposer leur vision personnelle de la réforme lors des formations imposées.

      Ces postes de formateur ne suscitent cependant pas beaucoup de vocations : l’académie d’Aix-Marseille a ainsi indiqué à la mi-septembre qu’« aucun enseignant n’accepte d’être “formateur” auprès de ses collègues » relatent le Figaro. Formation qui se déroule en partie pendant les vacances de la Toussaint, faible rémunération, refus de soutenir une réforme décriée par leur profession sont les principaux motifs de ce très faible volontariat des professeurs.

      De nombreuses académies n’ont alors pas de calendrier arrêté et dates fixées pour ces formations, ce qui va retarder l’application de la réforme. Sa mise en place dès septembre 2016 aussi bien en 6e  [12-13 ans] qu’en 3e [15-16 ans] s’avère déjà donc compliquée, n’en déplaise aux préoccupations politiques de la ministre de l’Éducation nationale. De quoi donner du grain à moudre aux nombreux opposants à la réforme qui exprimeront leur opposition lors de la manifestation nationale du 10 octobre prochain à Paris.

      http://www.pouruneécolelibre.com/2015/10/france-reforme-des-colleges-un.htm…
      http://www.pourune%c3%a9colelibre.com/2014/01/theorie-du-genre-les-socialis…


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      MessagePosté le: Ven 9 Oct - 05:14 (2015)    Sujet du message: WICHITA ST CAMPUS REMOVES PEWS AND ALTAR, MAKES ROOM FOR ISLAM Répondre en citant

      WICHITA ST CAMPUS REMOVES PEWS AND ALTAR, MAKES ROOM FOR ISLAM



      VIDEO : https://www.youtube.com/watch?v=S3kitPlwh4M

      Wichita St University Rips up an altar and pews and makes room for Islamic Prayer Rugs.


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      MessagePosté le: Ven 9 Oct - 12:49 (2015)    Sujet du message: LE PETIT CHAPERON ROUGE SERAIT TROP SEXISTE Répondre en citant

      LE PETIT CHAPERON ROUGE SERAIT TROP SEXISTE

      jeudi 8 octobre 2015


      La ministre de l’Éducation nationale française s’appuie sur une étude du centre Hubertine Auclert pour traquer les stéréotypes de genre dans les manuels scolaires. Les contes traditionnels, notamment, y sont fustigés.

      Rappelons qu’au Québec, tous les manuels scolaires (mais pas les cahiers d’exercices ou d’activités) sont scrutés par le Bureau d’approbation du matériel didactique (le BAMD) pour y traquer les « stéréotypes » que la bien-pensance progressiste désapprouve (voir ici, ici, ici et ). Le BAMD refuse de divulguer les recommandations socioculturelles, religieuses ou autres qu’il a fait aux éditeurs des manuels approuvés, notamment d’ECR. Selon Christian Rioux du Devoir, les éditeurs québécois appelleraient le BAMD, le « politburo » du MELS.

      Mais revenons en France où les choses transparaissent plus facilement dans la presse. Depuis les « ABCD de l’égalité » chers aux ministres socialistes de l’Éducation, on croyait les concepts liés à la théorie du genre remisés aux oubliettes... ou tout au moins abordés avec une prudence de Sioux par le gouvernement. Que nenni !

      Horreur sexiste. Il faut que l’État bannisse cette représentation stéréotypée des livres !

      Najat Belkacem, la ministre de l’Éducation nationale, s’est fendue d’un communiqué mercredi pour indiquer qu’elle entendait traquer les stéréotypes de genre jusque dans les manuels scolaires. Les nouveaux programmes du CP à la 3e « sont une occasion importante pour améliorer les manuels et ainsi prévenir les discriminations et stéréotypes qui alimentent les inégalités entre les élèves », écrit-elle. La ministre s’appuie sur une étude du centre Hubertine Auclert, publiée cette semaine. Après avoir examiné 22 manuels de lecture utilisés en CP, cette dernière fustige le fait qu’on ne trouve que 39 % de femmes dans ces manuels, que les petites filles jouent surtout à l’intérieur, que les femmes sont cantonnées à leur rôle de mère et à la cuisine.
      Elle dénonce aussi, à raison, le fait que les métiers scientifiques sont presque exclusivement représentés (à 97 %) par des hommes.

      [Le BAMD québécois traque aussi ces intolérables représentations et désapprouve les manuels qui ne se plient pas à vision.


      Pour autant, à force de chercher la petite bête, l’étude paraît souvent outrancièrement féministe. Elle dénonce ainsi « de nombreux contes issus de la culture populaire », tels Le Petit Chaperon rouge, Cendrillon ou Hansel et Gretel, car « souvent truffés de représentations sexistes, ils ont valeur d’autorité littéraire et cantonnent le plus souvent les personnages féminins à des rôles stéréotypés. » Faut-il bannir des pans entiers de notre patrimoine littéraire au seul prétexte d’améliorer l’égalité sexuée ?

      La prédominance du genre masculin

      De même, l’égalité se joue-t-elle réellement dans les règles d’accord de l’adjectif et la féminisation des noms de métiers ? L’étude pointe ainsi le fait que, dans les manuels, certains noms de métiers comme « artisan », « professeur » ou « auteur » résistent à la féminisation... Et déplore « l’invisibilisation des personnages féminins » qui passe par l’utilisation du genre masculin comme catégorie universelle. De nombreux manuels utilisent le terme « l’Homme » ou « les Hommes » pour parler des êtres humains, s’alarme encore l’étude. L’adjectif, qui qualifie plusieurs noms de genres différents, s’accorde automatiquement au masculin, regrette-t-elle.

      Dans la sphère domestique, « le modèle dominant voire unique est celui d’une famille composée de deux parents et d’un ou plusieurs enfants. » Plus précisément, il s’agit de couples hétérosexuels avec deux enfants de sexes différents, dénonce l’étude qui recommande dans ses conclusions de proposer des « modèles familiaux diversifiés » : familles monoparentales et homoparentales, notamment. Heureusement, parmi les manuels étudiés, certaines femmes sont des héroïnes fortes et indépendantes « qui mènent l’action sans dépendre des personnages masculins ».

      http://www.pouruneécolelibre.com/2015/10/le-petit-chaperon-rouge-serait-tro…


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      MessagePosté le: Ven 9 Oct - 12:56 (2015)    Sujet du message: GEORGIA : ISLAMIC INDOCTRINATION SPREAD TO PUBLIC SCHOOLS Répondre en citant

      GEORGIA : ISLAMIC INDOCTRINATION SPREAD TO PUBLIC SCHOOLS

      Posted on October 8, 2015 by creeping


      Last week we told you Islam quiz has Walton County, GA. parents ‘outraged’. More via Reports of Islamic Indoctrination Spread to Georgia Public Schools | American Center for Law and Justice

      Islamic indoctrination in public school is occurring right here in our backyard. As we previously reported, the core tenets of Islam are being taught in public schools in a way that could violate the U.S. Constitution. Other religions, such as Christianity, are barely covered. Recently, reports out of Georgia paralleled what has happened in Florida, Wisconsin, and Tennessee.

      Georgia schools are required by the Georgia Department of Education to teach about Islam. For example, the Georgia Performance Standards mandate that students be able to “Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam, and Christianity.” Much like other states, the Georgia Department of Education sets state-wide education standards and the local schools decide the curriculum. Local schools in Georgia, however, are reportedly adopting curriculums that appear aimed at indoctrinating—rather than educating—students.

      The Atlanta Journal Constitution reported on one local middle school that is taking their curriculum too far. The AJC reports:
      Citation:

      “It is important that students understand the differences between each of these religions to help them understand the tensions that exist in the region,” the state standards, known as the Georgia Performance Standards, say.

      In Walton County, that manifested itself in a homework assignment one parent found objectionable: “Allah is the [blank] worshiped by Jews & Christians,” the document said. The child filled in the blank with “same God.”



      This is outrageous. State education standards require education on Islam, not indoctrination into the religion. Rather than explain the history of world religions, schools are reportedly forcing students to learn the Five Pillars of Islam—the creed one must learn to convert—and teaching students that Allah is the same God worshipped by Christians.

      Unfortunately, this practice has been happening in schools for years. A spokeswoman for Walton County Public Schools stated that
      Citation:

      “We are teaching the same stuff that everyone else is teaching,” she said, adding that the district hasn’t changed its curriculum on the topic in nine years. Her son, a senior in high school, told her he remembers doing a quiz along the lines of the Allah is the “same God” back when he was in seventh grade.



      Parents are understandably outraged. As one frustrated parent told the local news, “We are seeing one page, five statements of Christian faith and 5 or 10 pages of Islamic faith, so there is no accountability to make sure it is equal.”

      Something needs to be done. We at the ACLJ are working hard to investigate, expose, and end these unconstitutional practices, and are committed to fighting for the constitutionally protected rights of all public school students. We continue to receive contact from concerned parents and citizens.  We are working directly with our clients—parents of students in local schools—and preparing to send out demand letters to these schools if necessary. Moreover, we recently sent open records requests to every school district in Tennessee to find out exactly what is being taught in our schools.

      The ACLJ will not stop until our students’ constitutionally protected rights have been restored.

      To learn more about Shari’ah law’s threat to our constitutional freedoms, please see our bookletShari’ah Law: Radical Islam’s Threat to the U.S. Constitution.


      Read more about how Islam is advancing rapidly in Georgia in our archives on the state. Search your state in the drop down box on the upper right of each page.

      https://creepingsharia.wordpress.com/2015/10/08/georgia-islamic-indoctrinat…


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      MessagePosté le: Mer 14 Oct - 01:03 (2015)    Sujet du message: EXTREME PREJUDICE Répondre en citant

      EXTREME PREJUDICE

      Number 51: Fall 2015


      Illustration by Dongyun Lee

      Lately, the news has been full of horrifying stories and images linked to the actions of such terrorist groups as ISIS and Boko Haram, which self-identify as Muslim. There is additional fallout closer to home. As the number of media events portraying Islam as a dark threat increases, so do threats to American Muslim students—and to their Sikh classmates, who are often mistaken for Muslims. Ignorance about religious diversity and extremism has left these students vulnerable to stereotyping and bullying by classmates and even teachers, and has created hostile environments that can make it difficult for students to learn.

      Such environments can also be the breeding ground for other religious identity-based bullying perpetrated against students who are considered different or “other.”

      Here’s what that hostility can look like: According to a survey of Muslim youth by the California chapter of the Council on American-Islamic Relations, nearly half of all respondents were subjected to bullying because of their religion. Girls who wear hijabs (Muslim head scarves) worry about having them yanked from their heads at recess. Ahmed Jamil, president of the Muslim American Society Queens Community Center in New York, told The New York Times that Muslim youth frequently suffer such taunts as “Your father is ISIS. Are you ISIS?” Youssef ElGhandour, a public school student, said a classmate once told him, “You are probably going to bomb up the school.”

      A Nigerian-American Muslim student in Brooklyn, New York, described feeling powerless when faced with misconceptions about her religious and cultural identity. According to a Voices of NY article, “Amina Adekola, 15, was in her 10th-grade global class learning about the Boko Haram massacres when another student asked, ‘Why are all Muslims terrorists?’ She said that she wanted to stand up for herself, tell him that she was a Muslim and not a terrorist. But she was embarrassed in the face of what she felt was an overwhelming majority. ‘About 90 percent of the kids in my class feel that way,’ she said.”

      American Sikh students encounter similar attitudes. Even though Sikhs are not Muslim, Sikh students can be victims of Islamophobia because their peers—and many adults—are unfamiliar with their religious dress. In its study Go Home, Terrorist, the Sikh Coalition found that more than two-thirds of turbaned Sikh children report being bullied at school (32 percent of all students ages 12 to 18 say they’re bullied) and that the bullying can turn physical.

      Aasees Kaur, the sister of a Sikh boy who endured a broken nose, a swollen jaw that required two surgeries, and the cutting of his hair, explains that many Sikhs keep their hair unshorn and wrapped in a turban as an external aspect of their religious identity. “For devout Sikhs, the turban is a declaration of Sikh identity, representing a commitment to the Sikh religious ideals of equality, justice and love,” she writes in the Atlanta Journal-Constitution. “For many, the turban reminds them of otherness, making it an easy target for mockery and even violence.”

      Why Teach About Religious Extremism?

      Each of these bullying instances and the stereotypes that feed them stem from a lack of religious literacy, combined with the generally monolithic depiction of Muslims in the media. The fact is that many kids don’t know much about Islam, Sikhism or the meaning of the term extremism. If the media are their only exposure to Islam and only extreme practices of Islam are depicted, students have very few opportunities to learn about more typical practices. This imbalance leads to a belief that all terrorists are Muslims and vice versa. It also contributes to students being unaware of the full scope of extremist activities that involve other religious groups around the world.

      That’s where educators come in. Expanding knowledge is the only way to combat these dangerous stereotypes and foster empathy among students, and teachers can do that by adding religion to the curriculum—including extremism that claims the mantle of religion.

      Approaching Religious Extremism in the Classroom

      Dramatic stories about extremist terrorism need to be counterbalanced with well-rounded and nuanced information about religion delivered via the classroom. Here are some suggestions for providing a complete picture.
      • Clarify that extremists are a minority within the religion (e.g., not all Muslims are terrorists). By definition, extremism is a belief on the fringes, not upheld by most people. It’s important to give students the tools to distinguish between the diverse mainstream followers of a religion and a religion’s extremists. For example, explain that most Muslims oppose violence in the name of Islam. According to a 2013 Pew Research Center survey, distinct majorities in many of the of 11 Muslim publics surveyed—including over three-quarters of respondents in Pakistan, Indonesia, Nigeria and Tunisia—think “suicide bombings or other acts of violence that target civilians are never justified.”

        Along with statistics like these, you might share examples of individuals from the faith in question who have spoken out against religious violence. “What Can Muslims Do to Reclaim Their ‘Beautiful Religion’?” an essay signed by 23 Muslim leaders, addresses the actions of militant groups and asserts that leaders must affirm and promote universal human rights. The essay includes an image of Nobel Peace Prize winner Malala Yousafzai, whose autobiography, I Am Malala: How One Girl Stood Up for Education and Changed the World, offers older students an inspirational voice of peace and perseverance.

      • Demonstrate that extremism is not unique to a particular religion (e.g., not all terrorists are Muslim). Help students understand that there is a spectrum of behavior within every belief system and that no single religion has a monopoly on violence. Even Buddhism, which is traditionally associated with nonviolence, has extremist factions. In Myanmar and Sri Lanka, Buddhist supremacist groups led by vitriolic monks launched anti-Muslim riots in 2014, ravaging towns, killing dozens of people and displacing thousands. The inflammatory speech and divisive tactics of these monks are similar to those of some Christian-identity group leaders who promote contempt for Jews and people who are not white. Jewish extremists, such as Yigal Amir, the far-right law student who assassinated Israeli Prime Minister Yitzhak Rabin in 1995, have made their mark as well. Amir and his accomplices claimed that they were protesting the prime minister’s efforts to make peace with Palestinians. Being exposed to extremism from a variety of religions will show students that the enemy is not one particular faith; the enemy is intolerance from any source.
      • Examine the economic and political context. Violence attributed to religion often stems from other causes, such as competition for material resources or political control. Guide your students in distinguishing the politicized version of a religion from the religion itself, and ask them to consider how extremists might distort religious texts and teachings to obtain and retain power. For example, in their “Open Letter to Al-Baghdadi,” more than 150 Muslim leaders and scholars meticulously detail how the ideological claims of ISIS have no basis in the Quran.
      • Highlight religious peacemakers. By exposing students to positive voices of faith—to problem solvers instead of just problem makers—you can counteract the dominant media coverage that feeds into stereotypes and risks breeding antagonism. Try sharing stories of individuals around the world who are motivated by their religion to bridge differences and build peace. These individuals may not typically make front-page news or receive regular public recognition, but their daily struggles have important and lasting effects.

        For example, Dishani Jayaweera is a Buddhist in Sri Lanka who founded the Centre for Peacebuilding and Reconciliation (CPBR) with her husband, Dr. Jayanta Seneviratne. CPBR’s interfaith dialogue work promotes mutual understanding among Sri Lanka’s main religious and ethnic groups: Sinhalese Buddhists, Tamil Hindus, Muslims, and Tamil and Sinhalese Christians.

        In Pakistan, Azhar Hussain, president and founder of the Peace and Education Foundation, works tirelessly to help madrasa leaders develop peace-building skills and provide moral guidance for their students and communities.
      • Empower your students to make a difference. Take the inspirational examples of peacemakers like Jayaweera and Hussain one step further by encouraging students to promote peace and pluralism in their school community. Whether it’s standing up for a Muslim or Sikh peer, giving a presentation that teaches classmates about religious differences or supporting causes that promote interreligious peace, students can channel their concerns into healthy and positive actions that promote empathy and foster productive dialogue.

        In her Huffington Post article on the subject, Nayomi Munaweera eloquently sums up the importance of teaching and learning about religious diversity: “Ultimately, whether Buddhism, Islam, Judaism, Christianity or any other -ism, the worldwide push toward fundamentalism is also heartbreaking in that it forces those of us sustained by some sort of faith to have to say what should be obvious: These acts of violence do not speak for us.”


      >> Use this activity to help your students learn that religious extremists represent a small minority of people and are not unique to any one belief system. 
      >> Click here for the PDF version of this story. 

      Fundamental Knowledge

      There aren’t any Muslim students in Whitney Foehl’s eighth-grade U.S. history class, and only a few in the Washoe County School District in Northern Nevada where she works. But Foehl still thinks it’s critical to discuss religious extremism—Islamic and otherwise—in her classes.

      “To explain ISIS to an eighth-grader is not my objective,” Foehl explains. “It’s more about the theme. It’s my philosophy that if you don’t understand religious extremism, you can’t understand the issues facing our nation or our world today.”

      For Foehl, understanding religious extremism means understanding negative stereotyping and scapegoating—topics that she introduces early in her scope and sequence. She teaches about how colonizers of the American West constructed an image of American Indians as subhuman savages to control popular opinion and further their expansion agenda. She also teaches about the Scopes trial of 1925 to introduce the concept of fundamentalism. And, because of where her school is situated, she uses another religion her students are familiar with, Mormonism, to help reinforce the concept of intra-religious diversity.

      “[I’ll say], ‘Here’s the mainstream religion, and then here is the extreme sect or faction of that mainstream religion.’ And we talk about how Mormons, for example, … everyone thinks that they have multiple wives, but no, that’s the fundamentalists. So then you’re stereotyping the entire religion on [one] sect.”
      Foehl also uses an activity during which she shows caricatures of various racial, ethnic and religious groups to help students see the folly of essentialism.

      “I start with a German who’s drinking a beer. I have an American, I have an Italian, I have a French person, and then I go to actual real clips of Muslims that I got from the news, of Muslims being violent,” Foehl explains. She then passes out a worksheet that lists stereotype “sentence starters” and asks students to fill in the blanks based on each picture. “We start, ‘All Germans are … ’ and then you look at the picture. ‘All Americans are … ,’ ‘All Muslims are … ’” She notes that she often has the opportunity to bring this activity back up later if her students refer to stereotypes in class. “I’ll use that statement like, ‘Oh, are you stereotyping right now? Are you saying all people who believe in Islam are terrorists?’ So they’ve had a lot of training with that, which is so, so important. I don’t think you can talk about religious extremism without backing it up with multiple lessons of negative stereotyping.”

      —Adrienne van der Valk

      http://www.tolerance.org/magazine/number-51-fall-2015/feature/extreme-preju…


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      MessagePosté le: Jeu 15 Oct - 05:51 (2015)    Sujet du message: LGBT MADNESS: GIRL GUIDES CANADA ADOPT TRANSGENDER POLICY Répondre en citant

      LGBT MADNESS: GIRL GUIDES CANADA ADOPT TRANSGENDER POLICY



      VIDEO : https://www.youtube.com/watch?v=OJTzu1ZaOK8


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      MessagePosté le: Jeu 15 Oct - 13:05 (2015)    Sujet du message: QUEBEC : LE CONTENU DU PROJET-PILOTE D'EDUCATION SEXUELLE DEVOILE Répondre en citant

      QUEBEC : LE CONTENU DU PROJET-PILOTE D'EDUCATION SEXUELLE DEVOILE

      Projet pilote d'éducation sexuelle
       
      Les élèves de quinze écoles du Québec participent à compter de ce mois-ci à un projet-pilote d'éducation sexuelle, dont le ministère de l'Éducation vient tout juste de dévoiler le contenu.

      Dès le préscolaire et jusqu'en cinquième secondaire, les élèves de douze écoles publiques et de trois écoles privées sélectionnées pour ce projet-pilote se verront offrir des notions leur permettant d'apprivoiser le sujet. e ontenu est divisé en thèmes qui vont comme suit pour ce qui est du primaire :

      • croissance sexuelle humaine et image corporelle;
      • identité, rôles, stéréotypes sexuels et normes sociales;
      • vie affective et amoureuse;
      • agression sexuelle;
      • grossesse et naissance;
      • globalité de la sexualité.
      Au secondaire, s'ajoutent les thèmes de l'agir sexuel, de la violence sexuelle et des infections transmises sexuellement et par le sang.

      Quelques exemples d'apprentissages au primaire
       
      Qu'est-ce qu'un enfant de 5 ans se verra enseigner? Il apprendra à situer les parties du corps des filles et des garçons. On l'amènera aussi à décrire en ses mots les étapes de la naissance.

      Dès la première année, on parle à l'enfant des rôles sexuels et on l'amène à reconnaître les situations d'agression sexuelle et les façons de se protéger.

      En deuxième année, l'enfant est amené à comprendre le phénomène de la conception.

      En troisième année, on approfondit la question des stéréotypes sexuels.

      En quatrième année, l'élève situe les principaux changements de la puberté

      En cinquième année, il prend conscience des changements psychologiques et physiques associés à la puberté.

      Enfin en sixième année, l'élève discutera de l'attitude positive à adopter vis-à-vis de son corps, de sexisme, d'homophobie et il exprimera ses interrogations à l'égard de l'éveil amoureux et sexuel.

      Quelques exemples d'apprentissages au secondaire
       
      En 1re secondaire, l'élève comprend comment l'attirance et les sentiments amoureux permettent de prendre conscience de son orientation sexuelle.

      En 2e secondaire, l'élève se situe par rapport à la notion de consentement et réfléchit à la manière avec laquelle il peut reconnaître une situation d'agression sexuelle.

      En 3e secondaire, il prend conscience des bénéfices d'une relation amoureuse basée sur la mutualité, il réfléchit sur la place du désir et du plaisir et il est informé du rôle actif que chacun peut jouer pour prévenir ou dénoncer une situation d'agression sexuelle.

      En 4e secondaire, il est amené à se pencher sur la question des relations sexuelles non protégées ou mal protégées.

      Enfin, en 5e secondaire, l'élève réfléchit à ce qui favorise l'établissement et le maintien de relations affectives et amoureuses significatives; il évalue les risques d'infections transmises sexuellement et par le sang, et de grossesse associés à divers contextes de vie sexuellement active.

      Un enseignant avec ses élèves dans une classe.  Photo :  iStock
       
      Des enseignants déplorent de ne pas avoir été consultés
       
      À la Fédération autonome de l'enseignement (FAE), qui représentent 34 000 enseignants, soit le tiers du corps enseignant de la province, on est inquiet de la manière dont le ministère de l'Éducation et l'Enseignement supérieur (MELS) implante ce programme.

      Nathalie Morel, vice-présidente à la vie professionnelle de la FAE, explique que les enseignants auraient préféré que le ministère instaure un cours en bonne et due forme, plutôt que de créer un programme dont le contenu sera « saupoudré » sur une période allant de 5 à 15 heures.



      Mme Morel s'inquiète aussi de la nature des situations dans lesquelles se retrouveront les enseignants à qui il incombera de faire faire ces apprentissages aux enfants. « Ils vont probablement se trouver à gérer des situations très délicates et hautement sensibles. On regardait le contenu en première année : les agressions sexuelles... En parler avec des petits de 6 ans? Je ne suis pas certaine que les enseignantes soient équipées [pour le faire]. »

      « Nous, on n'a pas pris part du tout à l'élaboration du programme parce que la Loi sur l'instruction publique permet au ministre maintenant d'imposer des contenus d'apprentissage. Alors on a travaillé sans nous. » — Nathalie Morel, vice-présidente à la vie professionnelle de la FAE
       
      La FAE s'alarme du fait que le MELS ne précise pas quelles seront les ressources professionnelles offertes aux enseignants : « On impose des contenus d'apprentissage », de dire Nathalie Morel, mais il faudrait l'apport de sexologues, de psychologues, de psycho-éducateurs pour épauler les enseignants dans cette tâche, poursuit-elle en substance.

      Le ministère dit avoir procédé à des consultations
       
      La direction des communications du MELS assure que des consultations ont été menées avant l'implantation de ce projet-pilote. Par exemple, les associations représentant les commissions scolaires, leurs directions générales, les directions d'écoles ainsi que les syndicats d'enseignants avaient été consultés à l'automne 2010. Ces organismes étaient favorables à des apprentissages obligatoires en éducation à la sexualité sans qu'une matière soit créée, dit le MELS.

      Le ministère a aussi créé un comité consultatif sur l'éducation à la sexualité qui se réunira quatre fois « pendant la prochaine année scolaire ».

      Le son de cloche d'une sexologue
       
      Pour sa part, Geneviève Marier, qui est sexologue, affirme que les élèves sont souvent mal à l'aise d'aborder certains sujets avec leur enseignant alors qu'ils le feront plus aisément avec un intervenant comme un sexologue. Elle affirme l'avoir constaté lors d'interventions faites dans les écoles : « Quand j'animais, certains professeurs restaient mais souvent les élèves étaient plus à l'aise quand l'enseignant s'en allait ».

      http://ici.radio-canada.ca/nouvelles/societe/2015/10/14/001-education-sexue…



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      MessagePosté le: Ven 23 Oct - 01:36 (2015)    Sujet du message: HIGH SCHOOL QUARTERBACK PENALIZED FOR THANKING GOD Répondre en citant

      HIGH SCHOOL QUARTERBACK PENALIZED FOR THANKING GOD

      By Todd Starnes
      Published October 21, 2015
      FoxNews.com

      Mexico High School quarterback Dante Turo was raised by his parents to give glory to God – especially on the football field.

      “When you score touchdowns, when you make big plays, it’s easy to become proud,” Geno, his dad, told me. “It’s easy to take credit for yourself. I didn’t want my son to get caught up in that.”






      Geno, who lives in a small town north of Syracuse, New York, encouraged his son to find a subtle way to praise the Lord after making big plays.
      Citation:


      Granted, it’s just a football game – but what happened in New York over the weekend is an example of something that’s happening across the country. Christians are being told to keep their beliefs to themselves.



      “He wanted to do something at that moment to take credit away from himself and give glory to God,” Geno said. “God gives us the ability and the talent. As Christians, we want to be sure to give that back immediately.”

      So on Oct. 17 when Dante ran 73 yards for a touchdown, the 17-year-old quarterback raised a single finger to the sky.

      Dante was honoring the Lord. But a referee said he was taunting.

      Video shows the quarterback running into the end zone and briefly raising his finger before tossing the pigskin to the referee.






        As soon as he raised his finger, the ref tossed a flag. He was penalized 15 yards for unsportsmanlike conduct -- excessive celebration.

       “I talked to the referee and told him I wasn’t trying to do anything malicious or arrogant – I was just trying to give praise to God,” Dante told me. “He told me, ‘don’t do it again.’”

      Dante wasn’t the only one to address the issue.

      “I tried to explain to the referee that threw the flag and the head referee, but they just said, it’s taunting,” head coach Tee Murabito told me. “I told them he was praising God. How is that taunting?”

      Coach Murabito told me Dante is a good kid and God is a “very big part of his life.”

      A website that covers high school sports in the Syracuse region tried reaching out to the Mohawk Valley Chapter of Certified Football Officials. No comment, they replied via email.

      “It has been a longstanding policy that the Mohawk Valley Chapter of Certified Football Officials does not address the media pertaining to penalty calls or any other actions made during a football game,” they wrote to the website: HighSchoolSports.Syracuse.com.

      Geno told me that he’s proud of his son.

      “He’s brave,” he said. “I brought him up to be fearless in the face of opposition.”

      Granted, it’s just a football game – but what happened in New York over the weekend is an example of something that’s happening across the country.

      Christians are being told to keep their beliefs to themselves.

      “It troubles me,” Geno said. “I think people have forgotten that we settled in this land to flee religious persecution. We’re supposed to have religious freedom here. But it seems like instead of religious freedom we are being persecuted for our beliefs.”

      Dante will be back on the football field Friday night. And should he be fortunate enough to score a touchdown, the young 17-year-old told me he will honor God.

      “Without a doubt I will raise my finger,” he told me.

      Without a doubt. No matter the cost.

      Dante Turo is indeed fearless in the face of opposition.

      http://www.foxnews.com/opinion/2015/10/21/high-school-quarterback-penalized-for-thanking-jesus.html


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