Ludendorff on gender roles and LGBTQ issues

 Table of Contents

Ludendorff on gender roles and LGBTQ issues.

https://ludendorff.info/gender-mainstreaming/

Gender mainstreaming

Is gender mainstreaming (GM) only about equality between men and women in all areas of life or, as some critics claim, about a deliberate dissolution of the natural gender order and families? What are we to make of sexual education, which is supposed to begin in kindergarten? Does it only lead to tolerance of the diversity of human sexual behavior, or does it rather damage the souls of our children? Answers to these questions can be found in the small brochure "Gender Mainstreaming – What Would Mathilde Ludendorff Say About It?" It includes a lecture by Heidi Duppel and a documentary on the topic.

The following are some excerpts from this paper (the references in brackets in the original have been omitted): After a historical review of the roots of gender mainstreaming in the French Revolution, behaviorism, Marxism, and psychoanalysis, it says:

University of California, Berkeley [CC0], via Wikimedia Commons

"The lesbian Judith Butler, who grew up in the USA, is very intellectually inclined, has won many awards and has processed all of this in her books, which are now authoritative for GM. (...) Judith Butler also wants to abolish the incest taboo because she considers it to be the cause of the "phantasm", the "mirage" of gender identity as male and female and for the rejection of homosexuality. As a result, it also redefines the term "family", which is no longer defined by marriage and descent, but "by arbitrary acts of temporary belonging". In order to achieve what she sees as the right, i.e. "gender-appropriate" way of thinking and attitude, she calls for an early sexualization of children and adolescents, which begins at birth and is to be continued in kindergartens and schools in order to achieve a "deconstruction" of gender." (p. 9 f)

"Through these re-education measures, children and young people are unsettled in their idea of their own gender, their natural sense of shame is violated or eliminated altogether, and they are given an upside-down value system in which sexuality is nothing more than a pleasurable consumer good. It does not educate, but rather tempts people to engage in sexual activity prematurely. Sexual assaults by children of the same age or older are on the rise, as is harassment or coercion with the help of the Internet and mobile phones; sexually transmitted diseases are spreading rapidly. Boys and girls who are sexually active at an early age have a higher risk of becoming depressed and committing suicide, and frequent partner changes also contribute to this. Inhibitions are lost, the ability to bond is weakened; this leads to divorces and patchwork families with their consequences. Academic performance decreases because the awakened sex instinct occupies the entire thinking of the pupils through the state-organized seduction. This leads to overstimulation. All this affects future prospects, leads to the loss of childhood, a necessary time for the development of many qualities and maturity. The sexualization of children destroys the trusting relationship with the parents and thus the families, a nationalization of education and boundless social costs are the result. Early sexualization also contradicts the hormonal development of children." (p. 16 f)

[Fig. 02]

"But there is something else: According to Mathilde Ludendorff, chastity, restraint and discretion have always been intrinsic to the Nordic peoples. Everything that had to do with sexuality was linked to a respect for privacy and belonged to the very personal freedom of each individual. For outsiders, it was quite natural not to touch it. The innate sense of shame is also an expression of such a character and has nothing to do with uptightness. Through the destruction of this innate way of thinking and feeling with the help of the Yogyakarta principles, the innermost soul core of the individual is now to be hit, weakened or destroyed. The naked and degraded one who is left behind is thus deprived of much of his soul power.
In the case of the child, enlightenment is therefore also part of the "rare form" in education, that is, it is only something for togetherness and may only take place in moments in which the child's soul is open to it and by a person familiar to it." (p. 30)

Source: "Lecture by Adelheid Duppel Gender Mainstreaming – What would Mathilde Ludendorff say about it? and other documentaries on the topic of gender mainstreaming." Lühe-Verlag GmbH, 2014, 75 p. P.O. Box 1249, D-24390 Süderbarup.

What sexual education can look like in the practice of everyday school life is shown in the following with a concrete example.

Is gender mainstreaming safe?

Remarks on the teaching and learning folder for the classroom entitled "Do it right away!". This is recommended by the Baden-Württemberg Ministry of Education and Cultural Affairs, among others.

[Fig. 03]

Anyone who looks at the introductions to gender mainstreaming may get the impression that it is a legitimate means of achieving gender equality. And isn't it so: women still sometimes encounter prejudices when they choose a certain profession? On the other hand, aren't our boys the educational losers due to the "feminization" of all values and the development of educational institutions? Isn't the introduction of quotas for women both misogynistic and anti-male? Educated, clever women and students are increasingly complaining that it is not their performance that is the measure of all things, but their gender. They see it as a humiliation if they are not selected according to the same performance criteria as the men, but receive a "women's bonus". Of course, a woman should also be able to work in a "man's profession" and vice versa, if they feel called to do so, for equal pay, of course. But is that really what gender mainstreaming is about?

Sometimes the Bible also contains deep wisdom that can help with an assessment: "By their fruits ye shall know them," it says. Following this motto, we would like to take a look at the "do it right away" folder, which is also recommended by the Baden-Württemberg Ministry of Education and Cultural Affairs. It is intended "for working with pupils aged 12 and over".
Under the heading "Assessment of gender in everyday school life", it says (p. 17): "More than half of the pupils, namely 60.2%, rated the topic of gender in their everyday school life as "important" or "very important" after the first workshop. This approval steadily decreased over the course of the project. After the last workshop, it was just under 30%."

For the authors of the portfolio (p. 18), one conclusion drawn from the students' resistance is: "Everyone agreed that the word 'gender' should be used as little as possible, as it caused resistance among many students."
It is viewed critically that boys consider it important "to still be heterosexually oriented." (p. 23)

Schoolchildren

By Ralf Roletschek (talk) - Bicycle technology on fahrradmonteur.de, Wikis in school - Own work, FAL, Link

"So, although gender roles are still traditionally shaped in reality, there is a feeling of de facto equality among both girls and boys. This requires that more gender-conscious work is carried out, especially at school, ... Rather, gender qualification of all Lehrer_innen is needed in order to successively further dismantle role stereotypes." (p. 24)
From this we can see that it is not about how the boys and girls feel, it is not about their personal satisfaction, but it is about imposing a certain point of view on them. Certainly, one should not be chained to certain traditional roles. Women who also excel in traditionally male fields are no longer uncommon, but why is it not a majority of women who are allowed to choose certain traditionally feminine activities? Why is maternal performance and housework bad if the woman does it, but good if the man does it?
The human being as a social group needs and finds its roots in belonging to a people, a family and a gender. In order for coexistence to function, different norms and values have developed in societies and peoples. Of course, such norms and values can become rigid and also wrong. It is incumbent on the mature human being not to fight against the will to subordination and classification per se, but to consciously shape this subordination or subordination, oriented towards the wishes for the good, the true and the beautiful.
What is already hinted at in the individual chapters of the brochure "do it right away!" becomes suddenly clear through the further tips and videos on gender-sensitive work in the classroom. Here, under the guise of redemption from clichés, young people are to be deeply insecure in their own gender role. This cannot be for the benefit of the children. Even the proponents of this attitude will be aware that great harm is being done here.
At best, the sex industry and the industry with its glossy brochures and brothels, the prostitution market and human trafficking will be happy about this. This "trade" can only exist if people are sexually unfulfilled and/or unhappy. If we look around, we can see what capital is being invested here, what sales are going on here. Human well-being does not matter.

The following examples of the "Videos on gender-sensitive work and teaching" from the teaching folder show how the sexual confusion is caused in a planned way.

• "Tomboy", free from 12 years: Laura wants to be a boy. "When she moves with her parents, she introduces herself to the children at her new place of residence as Michael. She cleverly keeps her intimate adventure a secret from her parents and savors her new identity as Michael until she falls in love with Lisa. This film sensitively deals with the question of what happens when you fall out of character and don't follow the "rules"?" (p. 123)

• "My Life in Pink", free from 6 years: Seven-year-old Ludovic dreams of a ... "Life in pink." He doesn't understand why everyone insists that he should be a boy. "It's only when the bigoted neighbourhood, unemployment and marital strife threaten to wear down the family that he relents for the sake of his parents. But even his parents finally realize that Ludovic has a right to his own search for identity." (p. 124)
• "Aimee and Jaguar", free for ages 12 and up: "The film tells the difficult love story between two women in Berlin in 1943." (p. 125)
• "Squid Alert", from 12 years old: "A young girl ... learns at the age of 12 that it is a boy. At the age of 26, after years of self-destruction, Alex begins to wonder why er_sie, as a person with an ambiguous gender, was forced into a woman's body. Alex is intersex..... A person who confuses the meticulous division of the world into male and female." (p. 125)
• "Summer Storm", free from 12 years: "Tobi and Achim are inseparable friends... . But Achim doesn't know that Tobi has fallen in love with him." During a camp, they have their first experiences with love and sexuality. "After Tobias' coming-out, the friendship between Tobi and Achim is put to the test." (p. 127)

Of course, there are tragic individual fates, e.g. with unclear gender assignment, and of course such people must not be morally condemned as long as they follow the general principle "do not do to others what you do not want to be done to you". However, the vast majority of children are disturbed in their normal heterosexual development if such individual cases are presented as normal within the framework of sexual arbitrariness and the natural feeling of the children is acted upon with the authority of the teacher.

What can we do?
Let's make our children strong and show them who is interested in their uncertainty, let us awaken a sense of responsibility in our fellow human beings and pass on Adelheid Duppel's brochure for enlightenment. The name Ludendorff need not be an obstacle: with the remark that this does not mean a mission and that there is also a wastepaper basket, the freedom of the other person is preserved when passing it on.
Let's promote motherhood in the truest sense of the word. The objection that there are already so many broken families, and that children are therefore better cared for in after-school care centres or kindergartens, is not valid:

• Many young educators who leave the training places are characterized by massive immaturity
• Abuse by educators and educators in detention centers is not uncommon
• the exemplary command of the German language is (unfortunately) not a basic prerequisite for the practice of the profession
• In kindergartens and after-school care centres, children's souls can be influenced with manipulative intent. Such manipulative intent, on the other hand, is rare, even in problem families. Of course, it is important to protect the children from their families in the event of significant problems, but there are already many alternative and good models for this, such as the Children's Villages, where the children are placed in family structures, normal foster families that can provide the children with nest warmth and other possibilities. Just as one should not give medicine to all healthy people for the sake of a few sick people, just as one should not leave education for all in the hands of the state because of a few problem families!
  

  

  By Böhringer Friedrich – Own work, CC BY-SA 2.5, Link

• Let's not let motherhood spoil us, let us women not make ourselves slaves to high finance, which reverses the meaning of life: we no longer work to live, but we live to work. Leisure, temperament and freedom, social warmth and social ties outside the family can hardly be cultivated if both sexes are involved in a full-time gainful employment. In the evening, exhausted, the children are taken out of daycare, you no longer have the nerves to deal with the offspring and everyone falls tired into bed, only to kick the same mill again the next morning.

Fortunately, such outlandish political demands are not always immediately implemented on the ground in kindergartens and schools. But that shouldn't make us feel safe. Rather, let us strengthen the professional educators in their open or silent resistance to this attack on the souls of our children!