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Why ALFI Opposes Classroom-Based Sex Education
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Sex education is a controversial issue in the Philippines and in many countries because of its adverse impact on the youth and the children, who will be tomorrow’s leaders and responsible citizens.
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ALFI has been at the forefront of the opposition against classroom-based sex education (often called “comprehensive sex education” in the United States) for years. Our objections include the lack of success of such programs in reducing teen-age pregnancy/sexually transmitted diseases, the lack of competency of teachers and their need to focus on the basic subjects, and the impact on our children whenever the state promotes values-neutral or values-free sexuality education as opposed to education in chastity.
Recently, Cong. Bienvenido M. Abante, Jr. (Manila, 6th District) gave a boost to pro-family efforts to oppose sex education with the House Resolution he filed in the 14th Congress. We applaud the efforts of Cong. Abante in calling legislative attention the repeated attempts of the Department of Education to propagate these sex education modules.
Read House Resolution No. 256 “Directing the Committee on Basic Education to Investigate the Inclusion of Reproductive Health Education in the Elementary and Secondary Curricula, Study the Effect of these Lessons to the Young Population, and Recommend Proper Legislation to Address These Concerns”
Read media coverage in The Phil. Inquirer entitled “House Review of Reproductive Health Education Sought”, Oct. 26, 2007.
There are other reasons we object to sex education, and you will find them in these letters to the Department of Education:
Letter dated June 15, 2007 to Dept. of Education Director Estrellita Y. Evangelista objecting to the modules given to ALFI for review as part of our participation in the Technical Working Group of the Presidential Council on Values Formation. This includes the specific objections to two of the modules entitled, “Secondary Teacher’s Toolkit on Adolescent Reproductive Health” and the revised “Lesson Guides on Adolescent Reproductive Health (A Population Education Concept.” It also includes “Background Material on the David and Lucile Packard Foundation.”
Letter dated Feb. 16, 2007 to Dept. of Education Director Thelma Santos and Assistant Director Lita Evangelista on the materials we were discussing at a meeting of the Department of Education representatives with the Technical Working Group of the Presidential Council for Values Formation on February 9, 2007. (ALFI is a member of the TWG.)
Letter dated June 19, 2006 to Dept. of Education Officer-in-Charge and Undersecretary Fe A. Hidalgo objecting to the “Lesson Guides on Adolescent Reproductive Health (A Population Education Concept)” that were distributed to all secondary schools for implementation in School Year 2006-2007.
It is evident from the experience in the United States and elsewhere that sex education in the classroom, birth control, and legalization of abortion are the three arenas of population control advocates for cultural indoctrination to support family planning, “reproductive health,” radical feminism, divorce, and anti-life ideas such as euthanasia and same-sex unions. One of the main principles of sex education is to exclude parents, from a very young age, from the education of their children about human sexuality and its context.
History in the Philippines
The “United States National Security Study Memorandum 200” (or NSSM 200) dated April 1974 is acknowledged as the blueprint for depopulation as it is written to promote U.S. security interests. In this Memorandum, a recommendation was made: “That U.S. agencies stress the importance of education of the next generation of parents, starting in elementary schools, toward a two-child family ideal. 2. That (US)AID stimulate specific efforts to develop means of educating children of elementary school age to the ideal of the two-child family and that UNESCO be asked to take the lead through formal and informal education.” This was under the Section II. B. C. entitled “Concentration on Education and Indoctrination of The Rising Generation of Children Regarding the Desirability of Smaller Family Size” Available online at Population-Security.org
With the NSSM 200 as foundation, in the Philippines, “Population Education” was first implemented in 1973 by the Ministry of Education, Culture and Sports with the financial assistance of the UN Population Fund “to acquaint the public with the rationale for introducing population education into the school system and the role it is expected to play in achieving the goals embodied in the national population policy.” In other words, sex education was introduced to extol the merits of family planning and to tell students that population growth is bad.
A good overview of Sex Education in the Philippines is the report of educator Filipina Rañada entitled “Hidden Dangers in the Classroom” delivered on Oct. 8, 2006 at the 13th Asia-Pacific Congress on Life, Faith and Family.
For more information, see:
Critique on Adolescent Reproductive Health by the Committee on Bioethics, Makati Medical Society and the Committee on Ethics, Department of Medicine, Makati Medical Center
A Resolution Urging the Office of the President for the Immediate Suspension, Revision/Modification of the Present Pornographic Subject on the Human Reproductive System in the Curriculum of our Grade School Pupils dated July 7, 2007 by the Family and Life Apostolate Regional Assembly of Mindanao
“Let’s Talk About Sex” by Ronald S. Lim in The Manila Bulletin, July 11, 2006
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