Also: Make home economics Great Again , which is really an excuse to learn to budget (MAff), make lovely food (hands on ingredients), and learn to clean up afterwards (how to do a hygiene). It worked before, (post WW2) when women supported mine workers and fishermen, by keeping a home for them.

The nuclear family has been stamped out by the feminists.

I completed a bachelor's degree in electrical engineering, and that served me well for 40 years. But still, one of my most valuable courses was high school machine shop.

My old school shop class built a nice house this year.

The same they have done for the last 50 years.

Shop Class, Home Economics need to come back!! My Dad taught Shop class and my Mom taught High School Business, Typing, Office Machines, Accounting and Consumer Education. This some of the things that she taught in Consumer Education: -Stock Market -Investing /Saving for the future -Banking / Checking / Balancing a checkbook -Pay cash or buy on credit -Home budget -Grocery budget / price comparison -How to do your Income Taxes -What you "want" vs what you "need"

Kids today don't know how to do any of the above.

ChatGPT re-write as a professor

I can certainly rewrite this in a more formal, scholarly style. I won’t strengthen or present unsupported factual claims (for example, that court cases were “fake,” that sex education was “always” a grooming program, or that a conspiracy is established fact). Instead, I’ll present them as the author’s arguments or hypotheses while preserving the overall critical perspective.

:::writing{variant=“document” id=“58241”} The effectiveness of any public institution should be evaluated not by its stated intentions but by its observable outcomes. This principle, frequently attributed to systems theorist John Gall, suggests that “the purpose of a system is what it does.” Whether or not one accepts the statement as universally true, it offers a useful framework for examining educational policy. Rather than asking what advocates of comprehensive sex education claim it is designed to accomplish, one may instead ask a more empirical question: after several decades of implementation, what measurable social outcomes have accompanied it?

The conventional justification for sex education has long been that it equips young people with the biological knowledge necessary to understand reproduction, avoid unintended pregnancy, and protect themselves from sexually transmitted infections. Proponents often argue that because discussions of sexuality may be uncomfortable or incomplete within some families, schools possess both the opportunity and the responsibility to provide accurate instruction.

Critics, however, contend that the curriculum has evolved far beyond these limited educational objectives. They argue that what began as instruction in human reproduction and pregnancy prevention has gradually expanded into broader discussions of sexual identity, gender identity, sexual orientation, and personal self-expression. From this perspective, the question is not whether such topics exist within modern curricula—they plainly do—but whether this transformation represents a legitimate educational expansion or a significant departure from the original mandate of sex education.

This criticism is frequently illustrated through the metaphor of the “boiling frog,” suggesting that incremental changes introduced over many years can fundamentally alter an institution without provoking substantial public resistance. According to this view, curricular evolution occurred gradually enough that many parents and taxpayers failed to recognize how dramatically the scope of instruction had changed until those changes were already deeply institutionalized.

Opponents further question whether decades of sex education have achieved their stated objectives. They observe that the United States has experienced millions of abortions since the early 1970s and argue that a substantial proportion followed unintended pregnancies. If the central educational mission was to ensure that students fully understood human reproduction and pregnancy prevention, they ask why unintended pregnancies continue to occur on such a large scale. In their analysis, this disconnect suggests either that the educational model has been ineffective or that its practical outcomes differ considerably from its publicly stated goals.

Some critics extend this argument beyond educational effectiveness to broader cultural observations. They contend that contemporary youth exhibit historically unprecedented levels of anxiety, depression, identity confusion, and social fragmentation. Whether these phenomena arise from social media, family instability, economic pressures, educational institutions, or other cultural forces remains vigorously debated. Nevertheless, these critics question whether modern educational approaches—including contemporary sex education—have contributed to these developments rather than alleviating them.

More controversial critics go further still, arguing that sex education has functioned less as neutral biological instruction than as a vehicle for advancing particular ideological assumptions regarding sexuality and personal identity. This contention remains highly disputed, and proponents of comprehensive sex education strongly reject such characterizations. Nevertheless, the criticism illustrates a broader philosophical concern regarding the appropriate boundaries between public education, parental authority, and cultural values.

Underlying these disagreements is a fundamental question concerning the proper role of schools within a free society. Should public education confine itself primarily to teaching objective biological facts and leave questions of morality, identity, and sexual ethics to parents and local communities? Or should schools embrace a broader mission that includes preparing students to navigate an increasingly diverse and complex social landscape?

Those who answer the former question affirmatively often advocate a substantial reorientation of educational priorities. Rather than continually expanding programs addressing sexuality and identity, they propose renewed emphasis on practical competencies such as vocational education, skilled trades, engineering, agriculture, financial literacy, and the mechanical arts. In their judgment, productive work cultivates discipline, responsibility, confidence, and independence more effectively than continual cultural engagement with questions of identity.

Their conclusion is therefore straightforward: if one believes that institutions should ultimately be judged by their observable consequences rather than their declared aspirations, then contemporary sex education warrants critical re-examination. Whether that examination ultimately supports reform, replacement, or reaffirmation should depend not upon rhetoric alone, but upon careful empirical evaluation of long-term educational and societal outcomes. :::

because supposedly SEX is such a taboo topic at home, that some CHILDREN might not get a good “education”

Kids only think it taboo because it’s usually the only way the matter is presented to them. If you create a home where open dialogue is not judged or awkward all talks can be easy.

I “jokingly” mention to my friends when they “fear” the sex talk with their children, that having farm animals answers (almost) all the sex questions, at least the initial ones, like where do babies come from, the role of the male and female in reproduction and anatomy.

It’s also important to note that parents should be role models for their children. Children should easily be able to understand the role that sex plays in a marriage and understand that the bond they have with each other has the potential to create life, something that should not be taken lightly.

It’s not only a physical education, but a spiritual one, and it sure as hell isn’t being taught to my kids by some stranger in a classroom.

Good luck prying teachers creepy gropey fingers off of kids....

Sex Ed has turned into gay tranny kink indoctrination for 10 year old kids in school. The curriculum should be set on fire.

Both teachers instruct the students how to use their wood.

The country survived perfectly well before all the sex saturated media and "education" in school. It's the responsibility of parents to instill good morals and values into children. When I see what passes for education today it makes my blood boil. It's nothing but indoctrination camps for every piece of left wing, marxist, "progressive" thought and who exactly are the people doing the teaching?

Parents are not only obligated to teach and train their children to be of good character but also insure it by interacting with teachers, reviewing what the children are learning and being the ultimate authority on what is presented to their kids. Yes, shop class is a great idea but I'm of the opinion that the entire educational system needs to be re-visited and re-imagined. We all need to ask ourselves if we think public education is graduating students with the ability to think critically? Are they armed with the basics of good communication? Do they possess consequential thinking skills and the ability to understand what happens when they choose to act or not act?

We cannot delegate education to the state any longer. We are fleeced by taxes to feed a system that stopped working long ago. In fact, instead of working for society it primarily now works against it. Our children are the country's future. We cannot let the most woke, TDS addled people be the judge of what is imparted into the brains of our most important treasure.

They cannot teach Math and English and they want to teach sex... retarded retards being retarded

My mother never talked to me about sex. Because I told her school told me what I needed to know. But school did not tell me what I needed to know. It did not tell me that I would usually ovulate in the middle of my cycle and that was the time I was most likely to get pregnant. It didn’t tell me the signs of ovulation, which are pretty obvious, so I had no idea when I was ovulating. So when at 15, I had my first sexual encounter, I got pregnant. Luckily, it was not viable and I ultimately miscarried, but it was a lasting lesson. However, it still took years for me to figure out natural family planning because the healthcare industry forced birth control as the solution to the fertility problem. Once I figured out my body, I never needed birth control again and got pregnant on my own terms but the healthcare industry will tell you it’s all bullshit. I have informed my teenage daughter differently, she knows she can talk to me about this, and now they even have a ring for people to wear that will detect basal body temperature to track your cycle scientifically which I plan to purchase for my daughter so she can take control of her own body and not feel like she has to rely on birth control. She has a blood clotting disorder which prevents her from being on birth control so this ring is a game changer!

I didn't get any "sex education" until 9th grade health class. It was fairly short. There were a lot of student questions, such as what exactly is a "cherry."

I had shop class in 7th and 8th grades. It was actually optional, as I could have chosen home economics instead. I don't think anyone at my school chose oddly, but I have a cousin who did take home economics at his school. I remember he made a vest for himself that looked pretty good. He wasn't super manly, and he later joined the Air Force. He rode in a tanker and helped refill fighters in flight. He showed us some neat photos he had taken.

Don't throw the baby out with the bathwater though....

Great post which I agree with entirely. black and latino individuals are heavily overrepresented relative to their population size when it comes to abortion, which I also agree with entirely.

That will likely happen in a world where Mike Rowe (Dirty Jobs Host) is the President.

Great idea. But you know, some blue-haired ass clown is going to demand that his/her/its hammer be gender identified.

Sex ed in 60s gradeschool was by permission slip only and consisted of learning body parts and sperm and egg w no real clear how to kek just the mechanics. Grandmas 1949 doctor book filled in the details as did she over the years. Priceless! I still use it and her. Education was unique. Tons of skill sets thru girl scouts and lotta exercise thru sports in grade skool. Worked in the office when I finished work early. By 8th grade school paper and pop stars. By high school in work pgm where skool was few required classes and did media ie tv radio print and some stage. By 16 getting paid to write. Led to diggin and chasin truth and man it was a lot diff then w no internet KEK Education back then was tailored to the kid. PTA and skool carnivals was a thang. Kids all SPOKE ENGLISH. Teachers were mentors. We said the pledge of allegiance every morning followed by diff kids each day leading prayer after that. And once in a while we all crouched in the hall just in case we got bombed kek I do not recognize skools now as anything other than a programming matrix finishing off what was left of America. Had i known then what i know now i w have home skooled my kids as it was already a lost cause by the time they came along. I fought the system but to no avail. Two generations that never knew what life had been like. Lost. What is the workaround on that?