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GLOBAL SEX DEVIANCE ADVOCACY: THE TROJAN HORSE TO DESTROY THE FAMILY AND CIVIL SOCIETY

GLOBAL SEX DEVIANCE ADVOCACY: THE TROJAN HORSE TO DESTROY THE FAMILY AND CIVIL SOCIETY

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A REPORT ON UNESCO AND INTERNATIONAL PLANNED PARENTHOOD FEDERATION

Written by Judith A. Reisman, Mary E. McAlister, Paul E. Rondeau. Published in the Ave Maria International Law Journal, Spring 2012, Volume 1, Issue 2, Page 231-263.
A REPORT ON UNESCO AND INTERNATIONAL PLANNED PARENTHOOD FEDERATION

Written by Judith A. Reisman, Mary E. McAlister, Paul E. Rondeau. Published in the Ave Maria International Law Journal, Spring 2012, Volume 1, Issue 2, Page 231-263.

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Categories:Business/Law
Published by: Judith Gelernter Reisman, Ph.D. on Jun 13, 2012
Copyright:Attribution Non-commercial

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GLOBAL SEX DEVIANCE ADVOCACY: THETROJAN HORSE TO DESTROY THE FAMILY ANDCIVIL SOCIETY
A REPORT ON UNESCO AND INTERNATIONAL PLANNED PARENTHOOD FEDERATION 
 Judith A. Reisman 
 Mary E. McAlister 
 Paul E. Rondeau 
 
I
NTRODUCTION
 
Global child advocates and law enforcement officers agree thatcivil societies face a frightening trend,
i.e.,
that the international sexindustry is expanding its reach far beyond child pornography and sextrafficking. This paper examines two of the major contributors to thispitiless sexual commodification of children; media sexploitation and
classroom sexual indoctrination of the world’s children. This study
analyzes two of the largest global anti-family sexual re-educationumbrella groups
The United Nations Education, Scientific, andCultural Organization [hereinafter
UNESCO 
] and the InternationalPlanned Parenthood Federation, [hereinafter
IPPF 
] a non-governmental organization (NGO) affiliated with PlannedParenthood Federation of America [hereinafter
PPFA
]. This paperexamines how and why their policies undermine laws and traditions
† 
 
Visiting Professor of Law at Liberty University School of Law,Distinguished SeniorFellowat The Inter-American Institute, President of International Institute for Cultural Renewal,Ph.D. Case Western Reserve University, M.A
.
Case Western Reserve University.
† 
 
Of Counsel at Liberty Counsel, J.D. University of California, Berkley, B.Sc. CaliforniaPolytechnic State University.
† 
 
Executive Director at American Life League, M.A. Regent University, B.A
.
ConcordiaUniversity-St. Paul.
 
 
232
AVE MARIA INTERNATIONAL LAW JOURNAL 
Vol. 1:2
that actually protect children’s psychological, physical and social
well-being.The activities, advocacy, and policies of both UNESCO and IPPFcan be said to advance a worldview best described as anti-family
‘sexual anarchy,’ wholly antithetical to their claims that they are
attempting to advance child health and welfare. Statistical andlinguistic analyses demonstrate shocking but irrefutable findings:
UNESCO’s and IPPF’s activities and policies enc
ourage youthfulrejection of religion and family while advocating child sexual activityand sexual pleasure as a priority over HIV/AIDS contagion, andexpansion of the global sex-industrial complex.Researchers conducted a content analysis on sex educationguidelines and policies promoted by UNESCO and IPPF. The results
are framed in context with UNESCO’s origins and definitions of 
youth and contrasted with related statistics, activities, and laws of theUnited States. The results tell a startling tale. If the UNESCO andIPPF programs were operated under United States law and publicscrutiny rather than the
twilight labyrinth 
that is the United Nations,they would create public outrage and an immediate call for criminalinvestigations.Part I of this paper will discuss how sex education imprints on a
child’s brain, and on sex education as a larger phenomenon. Part II
will look at significance of using certain vocabulary, while avoidingothers. Part III will look at the significance of Alfred Kinsey in thedevelopment of sexology and his harmful influence on current
sexuality education. Part IV will deal with the child’s right toprotection, in light of Kinsey’s contribution to sexual education. This
paper will conclude that the sex guidelines by UNESCO and IPPF donot protect children, but are instead harmful to children byencouraging their sexualization and desensitizing society from theterrors of pedophilia.
I. S
CHOOL
S
EX
E
DUCATION
:
 
I
MPRINTING
Y
OUNG
B
RAINS
Common sense, historical and statistical data establish that juvenile sexual conduct is toxic to children, youth, and civil society.
1
 Neuroscience increasingly confirms what parents and religion havetaught for centuries
that for a myriad of cellular, spiritual, and
1. Lynn Rew & Katherine Bowman,
Protecting Youth from Early and Abusive Sexual Experiences 
, P
EDIATRIC
N
URSING
, Jan. 2008, at 19.
 
 
Spring 2012
GLOBAL SEX DEVIANCE ADVOCACY 
233emotive reasons, sexual images and words are intrinsically intimate,private and volatile. Any ideas that
facilitate 
youthful sexual conductinevitably
increase 
youthful sexual conduct, which is universallyunderstood to be disruptive of child development and civil society.
2
 In other words, research supports what logic, intuition and religiousstudy has demonstrated for years,
i.e.,
early sex education increasesearly sexual activity.Advances in the brain sciences have established that school
sex education 
does not only inform, but also imprints young immature brains with sexual ideations at an age when children are largelyincapable of cognitive, mature analysis. Sam Wang, StanfordUniversity neuroscientist, explains:
Now . . . we can chart the workings of the brain and the rest of thenervous system in remarkable detail to explain how neurons,synapses, neurotransmitters, and other biological processes produceall the experiences of everyday life. . . [f]rom. . .infancy to the act of learning a skill, falling in love, getting a joke, revising an opinion, oreven forgetting a name . . . .
3
 
As it turns out, although we perceive that we have
free will 
andcan resist undesired messages, in fact, the brain often determines ourcourse of action without cognitively processing arguments anddiscussions. Neural processes are strengthened, like a muscle, bytraining and education. These processes establish what peopleremember, believe, and even cognitively, emotionally, and spirituallyact on. Consequently, exposure to early, frequent and explicit sexeducation will trigger emotionally driven sexual beliefs, drives and,inevitably, conduct.
4
 A well-recognized example of this phenomenon of learning andcognition is the ability of young children to master a foreign languagecompared to adults. The specialized functions of specific brainregions, such as those that control language, are not fixed at birth butshaped by experience and learning, so young developing brains canmore readily process and master the information associated with
2.
See 
Jeremiah S. Strouse, Edgar C.J. Long & Nancy Buerkel-Rothfuss,
Gender and Family as Moderators of the Relationship Between Music Video Exposure and Adolescent Sexual Permissiveness 
, A
DOLESCENCE
, Sept. 1995.3. Sam Wang,
Neuroscience of Everyday Life 
, http://ebookee.org/Neuroscience-of-Everyday-Life-Video-Course-_1105734.html (last updated Mar. 22, 2011).4. J
UDITH
A.
 
R
EISMAN
,
 
T
HE
P
SYCHOPHARMACOLOGY OF
P
ICTORIAL
P
ORNOGRAPHY
,
 
R
ESTRUCTURING
B
RAIN
,
 
M
IND
&
 
M
EMORY
&
 
S
UBVERTING
F
REEDOM OF
S
PEECH
(2000-2003).

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