What’s going on in Chicago?

Insanity, via CBOE:

The definitions provided here are not intended to label students but rather to assist in understanding these Guidelines and the legal obligations of Chicago Board of Education staff and students. Students might or might not use these terms to describe themselves.

• “Sex” or “Biological Sex” is a label a person is assigned at birth, often based on a medical professional’s interpretation of the newborn’s physical characteristics. Common examples may be “male,” “female,” or “intersex.”
• “Gender identity” is the deeply held sense or psychological knowledge that individuals have of their gender, regardless of the biological sex they were assigned at birth. Everyone has a gender identity. Common examples may include “male / man / boy,” “female / woman / girl,” “trans/transgender,” “gender variant,” “gender nonconforming,” “agender,” “gender nonbinary,” or any combination of these terms.
• “Transgender” describes people whose gender identity is different from the biological sex they were assigned at birth.
• “Gender Nonconforming” (also known as Gender Expansive, Gender Variant, or Gender Creative) is a term that refers to individuals whose gender expression does not follow social expectations or stereotypes based on their sex assigned at birth.
• “Gender expression” refers to the way a person expresses gender, such as clothing, hairstyles, activities, or mannerisms. An example of this may be a female expressing femininity or a female expressing masculinity.
• Preferred Gender Pronoun (PGP) is the pronoun or set of pronouns that an individual would like others to use when talking to or referring to that individual. Common examples include, “they,” “their,” “ze,” “he” and “she.”
• “Gender-affirming approach” is a framework used to create an environment in which transgender and gender nonconforming youth are able to live as the gendered person they identify themselves to be, and achieve healthy development and social, emotional, and academic success.
• “Student Administrative Support Team” is a group that receives information on a confidential need-to-know basis and is convened to determine the appropriate supports for transgender and gender nonconforming students. The team should consist of the school principal, the student, individuals the student identifies as trusted adults, and individuals the principal determines may have a legitimate interest in the safety and healthy development of the student. The members may include, but are not limited to, the parent/guardian, school nurse, school counselor, and/or assistant principal. The team is responsible for constructing a support plan which addresses the supports and accommodations provided to the student. The student’s support plan shall be kept in the student’s health folder and may be shared only with staff members who have a legitimate health, safety, or educational interest in the information

Students have the right to be addressed by a name and pronoun corresponding to the gender identity they consistently assert at school. Students are not required to obtain a court order and/or gender change or to change their official records as a prerequisite to being addressed by the name and pronoun that corresponds to their gender identity. Information about the student’s legal name and biological sex shall be kept confidential

Angelo Codevilla:

Our Progressive ruling class’s war on our scale of values climaxed in 2016 with a campaign in favor of “transgender rights”: a demand that Americans accept that someone with a penis can be a “woman” while another with a vagina can be a “man.” Object to that mandate to take leave of your senses, insist that sex-specific public bathrooms be used exclusively by persons with the requisite personal plumbing, and be expelled from polite society. Next to this, Big Brother’s demand to call four fingers five is small, mild stuff.

Why also, for example, do our rulers force schoolchildren to recite Islam’s act of submission, order male soldiers to walk around in pink high heels and wear simulated female breasts; why do they lecture others on how ashamed they should be of their “white privilege”; why do they proscribe common words and prescribe others in their stead, etc. ad nauseam?

Surely these impositions are not attempts to turn inferiors into equals by persuading them. Progressives view those outside their class not as fellow citizens who are capable of being persuaded into equality with them, but rather as a herd to be prodded into alienation from their irremediably flawed natures and affections. But why do that? To what end?

The answer is one of mankind’s oldest stories. Confessing other people’s sins (real or imagined) and inflicting punishment on them has ever been human beings’ preferred path to feeling good about themselves. The more fault I find and the more penance I impose on thee, the holier I am than thou. The worse you are, the better I am and the more power I should have over you.

Because feeling better about one’s self by denigrating and punishing others is an addictive pleasure the appetite for which grows with each satisfaction, victories can never satiate those who wage identity politics as war. The insatiability of their need to bolster self-esteem at others’ expense is the reason why our rulers must trump every imposition with another, without end.

It is why satisfying any of political correctnesses’ demands only generates more. Finding or manufacturing new ones is cheap and fun. But precisely that unwillingness, that incapacity, to aim at an end point in which our rulers might be satisfied ensures that they engender more revolt than submission. The sort of people against whom Americans revolted 250 years ago were not as pretentious.

Would it surprise you to learn that apparently 41% of these troubled souls try to end it all at one point or another? Where do we go from here? What’s the next big thing?

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