请看安省性教育新教程增加了什麼而让反对声四起。

[urus]

我所接触过的孩子，基本都知道自己是男孩女孩。连很小的都有意识。
儿子班级里就是男孩子女孩子分别抱团，有时会说，我不和女孩／男孩玩。（当然真让他们一起玩也挺高兴）
我觉得你们担心过头了。

8岁孩子，家长已经有8年时间影响他了。绝大多数人是不应该有疑惑自己到底是男是女的。否则那八年家长怎么教的？
我的理解是，学校教这个，是让孩子理解有的人（指除了孩子他们自己以外）和他们是不同的，不要去歧视这些人。而不是叫孩子自己反思自己的性别。
六年级的孩子，已经发育了。即便有人自慰，也不要让他们有思想负担，觉得做了什么大错事。我觉得总体来说对思想健康是件好事。
HIV的危害的确说得不够，但是这是家长可以在家继续教育弥补的。

你这就不讲道理了， 8岁的孩子， 家长能有8年时间去影响他的男女观念？
这是非常基本的分歧，就没法沟通了。

说实话， 某某啊， 我是很支持早点给孩子性方面的教育的， 我本来以为我们之间的分歧无非就是在于， 一些概念介绍给孩子的早晚问题而已。我是很模棱两可的， 觉得之前你说的都有些道理。

但是今天， 你这两句话， 让我实在是。。。。。 沟通的不能。 连带的， 我开始怀疑你之前说的那些是否真的是那么的有道理。
毕竟， 你居然会认为 “8岁孩子，家长已经有8年时间影响他了”、一个孩子长到8～9岁， 家长能有“近八九年的时间去灌输普通性别的概念”

如果， 我是说如果， 安省的那些教育专家们， 那个老太太省长， 也这么认为， 觉得一个孩子长到8～9岁， 家长能有“近八九年的时间去灌输普通性别的概念”。 那么， 他们的所有性教育的立论基础就全都错掉了。 即便有些看起来对的， 也是瞎猫撞到死耗子， 蒙对的。 所以， 需要全部推倒重来。他们， 包括你，某某， 都认为是小孩子从出生的那一刻开始， 就开始像小学生一样开始接受各种知识， 知道提问， 知道跟家长讨论一些问题， 知道如何沟通， 能够接受家长对其性别的教育。。。。。

我勒个去， 你们都是火星来的吗？ 还是仅仅是我们一家发育特别迟缓？ 我记得， 我的娃娃别说一岁了， 就连两岁的时候， 话都说不清楚呢， 大人的命令都听不懂呢。

 

[Kay007]

安省性教育新教程的各种“定义” 及focus on today 的质疑：
http://bbs.comefromchina.com/threads/1438163/#post-9375510
GLOSSARY
Page 231
gender. A term that refers to those characteristics of women and men that are socially constructed. See also gender identity and sex .

gender-based violence. Any form of behaviour – including psychological, physical, and sexual behaviour – that is based on an individual’s gender and is intended to control, humiliate, or harm the individual. This form of violence is generally directed at women and girls and is based on an attitude or prejudice, which can be conscious or unconscious and which exists on the individual and institutional level, that aims to subordinate an individual or group on the basis of sex and/or gender identity.

gender expression. The manner in which individuals express their gender identity to others. A person’s gender expression is often based on a social construct of gender, which is either stereotypically male or female. However, some individuals who do not see themselves as being either male or female but as some combination of the two genders, or as without gender, choose to express their identity in terms of a multiple model of gender, mixing both male and female expressions.

gender identity. A person’s sense of self, with respect to being male or female. Gender identity is different from sexual orientation, and may be different from birth-assigned sex. (Refer to the Ontario Human Rights Commission’s Policy on Discrimination and Harassment because of Gend

homophobia. A disparaging or hostile attitude or a negative bias, which may be overt or unspoken and which may exist at an individual and/or a systemic level, towards people who are lesbian, gay, bisexual, or transgender (LGBT intersex. A term used to describe a person whose sex chromosomes, genitalia, and/or secondary sex characteristics (e.g., facial hair, breasts) are determined to be neither exclusively male nor female.

An intersex person may have biological characteristics of both the male and female sexes. The intersex community has generally rejected the term “hermaphrodite”as outdated. Intersex people may or may not identify as part of the transgender community. See also gender identity, transgender, and, transsexual . (Adapted from Canadian Federation for Sexual Health, “Gender Identity and Sexual Orientation”, www.cfsh.ca/ Your_Sexual_Health/Gender -Identity-and-Sexual- Orientation/ [accessed January 27, 2015].

sexual health. A state of physical, emotional, mental, and social well-being in relation to sexuality; it is not merely the absence of disease, dysfunction, or infirmity. Sexual health requires a positive and respectful approach to sexuality and sexual relationships, as well as the possibility of having pleasurable and safe sexual experiences, free of coercion, discrimination, and violence. For sexual health to be attained and maintained, the sexual rights of all persons must be respected, protected, and fulfilled. Sexual health is influenced by a complex web of factors ranging from sexual behaviours, attitudes, and societal factors to biological risk and genetic predispositions. (From Public Health Agency of Canada, Canadian Guidelines for Sexual Health Education , [rev. ed.], 2008, 5.

Page 239: transgender. A transgender person is a person whose gender identity, outward appearance, gender expression, and/or anatomy are not consistent with the conven tional definitions or expectations of male and female; often used to represent a wide range of gender identities and behaviours.

transsexual. A person who experiences intense personal and emotional discomfort with his or her assigned birth gender and may undergo treatment to transition gender. (Adapted from Public Health Agency of Canada, Canadian Guidelines for Sexual Health Education [rev. ed.], 2008, 52.) two-spirited. A term used by First Nations people to refer to a person having both the feminine and masculine spirits. It includes sexual or gender identity, sexual orientation, social roles, and a broad range of identities, such as lesbian, gay, bisexual, and transgender

total 239 pages including Glossary


Human Development and Sexual Health C2.4 demonstrate an understanding of physical, emotional, social, and psychological factors that need to be considered when making decisions related to sexual health (e.g., sexually transmitted infections [STIs], possible contraceptive side effects, pregnancy, protective value of vaccinations, social labelling, gender identity, sexual orientation, self-concept issues, relationships, desire, pleasure, cultural teachings) [PS] Teacher prompt: “Thinking about your sexual health is complicated. It’s important to have a good understanding of yourself before getting involved with someone else. It’s not just about making a decision to have sex or waiting until you are older. It’s also about things such as your physical readiness; safer sex and avoiding consequences such as pregnancy or STIs; your sexual orientation and gender identity; your understanding of your own body, including what gives you pleasure; and the emotional implications of sexual intimacy and being in a relationship.
---这黑体部分是不是暗示尝试不同的。。。以pleasure 为目的？这是不是暗示“发生性关系跟打电动游戏一样不收任何约束”？

这一句"It's not ... waiting until you are older" 在这段表述中有什么特别之处？删掉会对整段文字要表述的内容有什么影响？要知道这是大纲，里面每一字每一句都是经过考究的。 如果这句话没有实质意义，为什么不能删除？
这个不是一篇讲稿，讲稿里面会有些没有实质性意义的过渡词句。这是大纲。是指导性的东西。作者把这句话写进去，在作者心里是有实质意义的，是什么？我认为，他是在暗示 “don't say no because you are too young", or " someone tells you you can't do it because you are too young, they are wrong". 这里我们是否看到那个作呕的付厅长的面目？

Gender identity, gender expression, and sexual orientation are connected to the way you see yourself and to your interactions with others. Understanding and accepting your gender identity and your sexual orientation can have a strong impact on the development of your self-concept. A person’s self-concept can develop positively if the person understands and accepts their gender identity and sexual orientation and is accepted by family and community. It is harder to develop a positive self-concept, however, if the way a person feels or identifies does not meet perceived or real societal norms and expectations or is not what they want, or if they do not feel supported by their family, friends, school, or community. A person’s self-concept can be harmed if a person is questioning their gender identity or sexual orientation and does not have support in dealing with their feelings of uncertainty.

“What kind of support do people need to help them understand and accept their gender identity and sexual orientation?”
Student: “Having role models that you can relate to – for example, people of similar ages or cultures – is important. So is having all gender identities and sexual orientations por - trayed positively in the media, in literature, and in materials we use at school. Family, school, and community support are crucial. Additional help can come from trusted adults, community organizations, and school support groups such as gay-straight alliance

在这段文字中，叙述孩子有可能遇到的困惑，以及遇到困惑时可以向谁寻求帮助。第一条，是向同龄或同文化的榜样（求帮助）， 第二条是向媒体，第三条是家庭，学校社区的支持 （注意这里是讲支持并不是寻求帮助），还可以向信任的成人，社区组织，学校团体（注意并不是学校本身即老师）比如这个组织：gay-straight alliance

里面有没有提到父母？没有，父母的教育权完全被淡化！父母相对于其他提到的各项在教育孩子上有法律赋予的绝对权力！在这里完全被边缘化。
还有，这里专门提到一个学生团体 gay-straight alliance， 用意何在？这个团体一定要在这里提及吗？它对孩子的帮助大到超过其他组织吗？如果这个组织的作用只是 报纸上的一个专栏一样，为什么不建议咨询心理医生，却偏要提这个组织?

这个组织在词汇表中有解释，如下：

gay-straight alliance. A student-run club that provides a safe space for any and all students to meet and learn about different sexual orientations, socialize, support each other, talk about issues related to sexual orientation and gender identity, and work to end homophobia and to raise awareness and promote equality for all. (Adapted from Canadian Federation for Sexual Health, “How to Form a Gay/Straight Alliance”, www.cfsh.ca/Your_Sexual_Health/ Gender-Identity-and-Sexual-Orientation/Gay- Straight-Alliance.aspx [accessed January 27, 2015].)

家长完全应该要求把这个团体的名字从大纲中彻底删除！

 

[贵圈]

你这就不讲道理了， 8岁的孩子， 家长能有8年时间去影响他的男女观念？
这是非常基本的分歧，就没法沟通了。

说实话， 某某啊， 我是很支持早点给孩子性方面的教育的， 我本来以为我们之间的分歧无非就是在于， 一些概念介绍给孩子的早晚问题而已。我是很模棱两可的， 觉得之前你说的都有些道理。

但是今天， 你这两句话， 让我实在是。。。。。 沟通的不能。 连带的， 我开始怀疑你之前说的那些是否真的是那么的有道理。
毕竟， 你居然会认为 “8岁孩子，家长已经有8年时间影响他了”、一个孩子长到8～9岁， 家长能有“近八九年的时间去灌输普通性别的概念”

如果， 我是说如果， 安省的那些教育专家们， 那个老太太省长， 也这么认为， 觉得一个孩子长到8～9岁， 家长能有“近八九年的时间去灌输普通性别的概念”。 那么， 他们的所有性教育的立论基础就全都错掉了。 即便有些看起来对的， 也是瞎猫撞到死耗子， 蒙对的。 所以， 需要全部推倒重来。他们， 包括你，某某， 都认为是小孩子从出生的那一刻开始， 就开始像小学生一样开始接受各种知识， 知道提问， 知道跟家长讨论一些问题， 知道如何沟通， 能够接受家长对其性别的教育。。。。。

我勒个去， 你们都是火星来的吗？ 还是仅仅是我们一家发育特别迟缓？ 我记得， 我的娃娃别说一岁了， 就连两岁的时候， 话都说不清楚呢， 大人的命令都听不懂呢。

呱唧呱唧，让熊猫写点严肃的长贴，不容易。

 

[Kay007]

同性恋正常，爱滋病在任何人之间都可以传播。爱滋病的三种传播方式：血液，性行为和母婴。学点科学知识吧。

爱滋病人中有50%是同性恋者。 你对这怎么解释？

 

[urus]

小孩小的时候，你们不教他／她男孩女孩的概念的吗？
我周围的人，包括我自己，小孩会说话前，就在教，谁是男孩谁是女孩了。我儿子两岁前就可以明确指出身边谁是男谁是女。
三年级，已经8/9岁了，你有近八九年的时间去灌输普通性别的概念，相信绝大部分小孩对自己的性别不会有疑惑之处。
这时孩子的视野已经广很多了，我认为这时他们很可能从各种渠道可以看见变性者了。这时候，可以由学校权威（老师）告诉他们科学的说法，我觉得很正常。

我靠， 那真是要膜拜了。
开个玩笑啊： 你让一个男的（生理，心理，都是男性的直男）烫个头， 化妆一下， 穿身你平时穿的女性衣服， 你儿子难道能够明确指出这是个男的？

要知道， 我们在说性别男女哦， 不是看起来像男女哦。

 

[贵圈]

安省性教育新教程的各种“定义” 及focus on today 的质疑：
http://bbs.comefromchina.com/threads/1438163/#post-9375510
GLOSSARY
Page 231
gender. A term that refers to those characteristics of women and men that are socially constructed. See also gender identity and sex .

gender-based violence. Any form of behaviour – including psychological, physical, and sexual behaviour – that is based on an individual’s gender and is intended to control, humiliate, or harm the individual. This form of violence is generally directed at women and girls and is based on an attitude or prejudice, which can be conscious or unconscious and which exists on the individual and institutional level, that aims to subordinate an individual or group on the basis of sex and/or gender identity.

gender expression. The manner in which individuals express their gender identity to others. A person’s gender expression is often based on a social construct of gender, which is either stereotypically male or female. However, some individuals who do not see themselves as being either male or female but as some combination of the two genders, or as without gender, choose to express their identity in terms of a multiple model of gender, mixing both male and female expressions.

gender identity. A person’s sense of self, with respect to being male or female. Gender identity is different from sexual orientation, and may be different from birth-assigned sex. (Refer to the Ontario Human Rights Commission’s Policy on Discrimination and Harassment because of Gend

homophobia. A disparaging or hostile attitude or a negative bias, which may be overt or unspoken and which may exist at an individual and/or a systemic level, towards people who are lesbian, gay, bisexual, or transgender (LGBT intersex. A term used to describe a person whose sex chromosomes, genitalia, and/or secondary sex characteristics (e.g., facial hair, breasts) are determined to be neither exclusively male nor female.

An intersex person may have biological characteristics of both the male and female sexes. The intersex community has generally rejected the term “hermaphrodite”as outdated. Intersex people may or may not identify as part of the transgender community. See also gender identity, transgender, and, transsexual . (Adapted from Canadian Federation for Sexual Health, “Gender Identity and Sexual Orientation”, www.cfsh.ca/ Your_Sexual_Health/Gender -Identity-and-Sexual- Orientation/ [accessed January 27, 2015].

sexual health. A state of physical, emotional, mental, and social well-being in relation to sexuality; it is not merely the absence of disease, dysfunction, or infirmity. Sexual health requires a positive and respectful approach to sexuality and sexual relationships, as well as the possibility of having pleasurable and safe sexual experiences, free of coercion, discrimination, and violence. For sexual health to be attained and maintained, the sexual rights of all persons must be respected, protected, and fulfilled. Sexual health is influenced by a complex web of factors ranging from sexual behaviours, attitudes, and societal factors to biological risk and genetic predispositions. (From Public Health Agency of Canada, Canadian Guidelines for Sexual Health Education , [rev. ed.], 2008, 5.

Page 239: transgender. A transgender person is a person whose gender identity, outward appearance, gender expression, and/or anatomy are not consistent with the conven tional definitions or expectations of male and female; often used to represent a wide range of gender identities and behaviours.

transsexual. A person who experiences intense personal and emotional discomfort with his or her assigned birth gender and may undergo treatment to transition gender. (Adapted from Public Health Agency of Canada, Canadian Guidelines for Sexual Health Education [rev. ed.], 2008, 52.) two-spirited. A term used by First Nations people to refer to a person having both the feminine and masculine spirits. It includes sexual or gender identity, sexual orientation, social roles, and a broad range of identities, such as lesbian, gay, bisexual, and transgender

total 239 pages including Glossary


Human Development and Sexual Health C2.4 demonstrate an understanding of physical, emotional, social, and psychological factors that need to be considered when making decisions related to sexual health (e.g., sexually transmitted infections [STIs], possible contraceptive side effects, pregnancy, protective value of vaccinations, social labelling, gender identity, sexual orientation, self-concept issues, relationships, desire, pleasure, cultural teachings) [PS] Teacher prompt: “Thinking about your sexual health is complicated. It’s important to have a good understanding of yourself before getting involved with someone else. It’s not just about making a decision to have sex or waiting until you are older. It’s also about things such as your physical readiness; safer sex and avoiding consequences such as pregnancy or STIs; your sexual orientation and gender identity; your understanding of your own body, including what gives you pleasure; and the emotional implications of sexual intimacy and being in a relationship.
---这黑体部分是不是暗示尝试不同的。。。以pleasure 为目的？这是不是暗示“发生性关系跟打电动游戏一样不收任何约束”？

这一句"It's not ... waiting until you are older" 在这段表述中有什么特别之处？删掉会对整段文字要表述的内容有什么影响？要知道这是大纲，里面每一字每一句都是经过考究的。 如果这句话没有实质意义，为什么不能删除？
这个不是一篇讲稿，讲稿里面会有些没有实质性意义的过渡词句。这是大纲。是指导性的东西。作者把这句话写进去，在作者心里是有实质意义的，是什么？我认为，他是在暗示 “don't say no because you are too young", or " someone tells you you can't do it because you are too young, they are wrong". 这里我们是否看到那个作呕的付厅长的面目？

Gender identity, gender expression, and sexual orientation are connected to the way you see yourself and to your interactions with others. Understanding and accepting your gender identity and your sexual orientation can have a strong impact on the development of your self-concept. A person’s self-concept can develop positively if the person understands and accepts their gender identity and sexual orientation and is accepted by family and community. It is harder to develop a positive self-concept, however, if the way a person feels or identifies does not meet perceived or real societal norms and expectations or is not what they want, or if they do not feel supported by their family, friends, school, or community. A person’s self-concept can be harmed if a person is questioning their gender identity or sexual orientation and does not have support in dealing with their feelings of uncertainty.

“What kind of support do people need to help them understand and accept their gender identity and sexual orientation?”
Student: “Having role models that you can relate to – for example, people of similar ages or cultures – is important. So is having all gender identities and sexual orientations por - trayed positively in the media, in literature, and in materials we use at school. Family, school, and community support are crucial. Additional help can come from trusted adults, community organizations, and school support groups such as gay-straight alliance

在这段文字中，叙述孩子有可能遇到的困惑，以及遇到困惑时可以向谁寻求帮助。第一条，是向同龄或同文化的榜样（求帮助）， 第二条是向媒体，第三条是家庭，学校社区的支持 （注意这里是讲支持并不是寻求帮助），还可以向信任的成人，社区组织，学校团体（注意并不是学校本身即老师）比如这个组织：gay-straight alliance

里面有没有提到父母？没有，父母的教育权完全被淡化！父母相对于其他提到的各项在教育孩子上有法律赋予的绝对权力！在这里完全被边缘化。
还有，这里专门提到一个学生团体 gay-straight alliance， 用意何在？这个团体一定要在这里提及吗？它对孩子的帮助大到超过其他组织吗？如果这个组织的作用只是 报纸上的一个专栏一样，为什么不建议咨询心理医生，却偏要提这个组织?

这个组织在词汇表中有解释，如下：

gay-straight alliance. A student-run club that provides a safe space for any and all students to meet and learn about different sexual orientations, socialize, support each other, talk about issues related to sexual orientation and gender identity, and work to end homophobia and to raise awareness and promote equality for all. (Adapted from Canadian Federation for Sexual Health, “How to Form a Gay/Straight Alliance”, www.cfsh.ca/Your_Sexual_Health/ Gender-Identity-and-Sexual-Orientation/Gay- Straight-Alliance.aspx [accessed January 27, 2015].)

家长完全应该要求把这个团体的名字从大纲中彻底删除！

有气势！

 

[阿土仔]

同性恋正常，爱滋病在任何人之间都可以传播。爱滋病的三种传播方式：血液，性行为和母婴。学点科学知识吧。

不歧视同性恋，不代表承认“同性恋正常”，正如不歧视先天缺陷者，不代表承认“先天缺陷者是健全人”。
HIV有多种传播途径。在性传播途径中，男同性恋肛交感染的概率很高，你需要尊重这个事实。

 

[某某]

你这就不讲道理了， 8岁的孩子， 家长能有8年时间去影响他的男女观念？
这是非常基本的分歧，就没法沟通了。

说实话， 某某啊， 我是很支持早点给孩子性方面的教育的， 我本来以为我们之间的分歧无非就是在于， 一些概念介绍给孩子的早晚问题而已。我是很模棱两可的， 觉得之前你说的都有些道理。

但是今天， 你这两句话， 让我实在是。。。。。 沟通的不能。 连带的， 我开始怀疑你之前说的那些是否真的是那么的有道理。
毕竟， 你居然会认为 “8岁孩子，家长已经有8年时间影响他了”、一个孩子长到8～9岁， 家长能有“近八九年的时间去灌输普通性别的概念”

如果， 我是说如果， 安省的那些教育专家们， 那个老太太省长， 也这么认为， 觉得一个孩子长到8～9岁， 家长能有“近八九年的时间去灌输普通性别的概念”。 那么， 他们的所有性教育的立论基础就全都错掉了。 即便有些看起来对的， 也是瞎猫撞到死耗子， 蒙对的。 所以， 需要全部推倒重来。他们， 包括你，某某， 都认为是小孩子从出生的那一刻开始， 就开始像小学生一样开始接受各种知识， 知道提问， 知道跟家长讨论一些问题， 知道如何沟通， 能够接受家长对其性别的教育。。。。。

我勒个去， 你们都是火星来的吗？ 还是仅仅是我们一家发育特别迟缓？ 我记得， 我的娃娃别说一岁了， 就连两岁的时候， 话都说不清楚呢， 大人的命令都听不懂呢。

概念不是非得问答才灌输的吧？平时他从出生起接触的家庭模式，就是一个爸爸一个妈妈。这就是最基本的影响了。
然后开始和其他家庭互动，基本上也都是看到的一个爸爸一个妈妈。
一岁半起说话，但是之前爸爸妈妈不管小孩听部听得懂，也要对他讲话的，其中内容就包括男女啊，不很容易的吗？
再大了，去daycare了，他们也都能看到其他小孩的家长，也都会辨别谁的爸爸来了，谁的妈妈来了。这其实也是很基本的概念呀。

顶锅盖问一句，到4-5岁还摸模糊糊的，家长都教了什么呀？有和你家小孩互动吗？带小孩不是随便给个ipad给个电视让他自个儿玩的吧？

 

[阿土仔]

概念不是非得问答才灌输的吧？平时他从出生起接触的家庭模式，就是一个爸爸一个妈妈。这就是最基本的影响了。
然后开始和其他家庭互动，基本上也都是看到的一个爸爸一个妈妈。
一岁半起说话，但是之前爸爸妈妈不管小孩听部听得懂，也要对他讲话的，其中内容就包括男女啊，不很容易的吗？
再大了，去daycare了，他们也都能看到其他小孩的家长，也都会辨别谁的爸爸来了，谁的妈妈来了。这其实也是很基本的概念呀。

顶锅盖问一句，到4-5岁还摸模糊糊的，家长都教了什么呀？有和你家小孩互动吗？带小孩不是随便给个ipad给个电视让他自个儿玩的吧？

孩子会告诉你，头发长的是girl，短的是boy，绝不会上来就要扒下裤子看看是boy还是girl。

 

[urus]

概念不是非得问答才灌输的吧？平时他从出生起接触的家庭模式，就是一个爸爸一个妈妈。这就是最基本的影响了。
然后开始和其他家庭互动，基本上也都是看到的一个爸爸一个妈妈。
一岁半起说话，但是之前爸爸妈妈不管小孩听部听得懂，也要对他讲话的，其中内容就包括男女啊，不很容易的吗？
再大了，去daycare了，他们也都能看到其他小孩的家长，也都会辨别谁的爸爸来了，谁的妈妈来了。这其实也是很基本的概念呀。

顶锅盖问一句，到4-5岁还摸模糊糊的，家长都教了什么呀？有和你家小孩互动吗？带小孩不是随便给个ipad给个电视让他自个儿玩的吧？

他们的理解是 “爸爸”，“妈妈”。
不是 “男人” “女人”，
更加不是拥有男性生殖器的男人， 拥有男性生殖器的女人， 拥有女性生殖器的女人， 以及拥有女生生殖器的男人。 OK？

你以为你儿子能够知道爸爸妈妈的区别， 就知道男人女人的区别了？ 就知道自己身为男人还是女人了？就知道自己身为男人，但内心是个男人还是女人了？

如果2岁的他真的知道了， 那我倒是要顶锅盖问一句：你都忒么教了孩子些什么呀！！

 

[某某]

我靠， 那真是要膜拜了。
开个玩笑啊： 你让一个男的（生理，心理，都是男性的直男）烫个头， 化妆一下， 穿身你平时穿的女性衣服， 你儿子难道能够明确指出这是个男的？

要知道， 我们在说性别男女哦， 不是看起来像男女哦。

你让一个男的（生理，心理，都是男性的直男）烫个头， 化妆一下， 穿身你平时穿的女性衣服（额，穿得下么？）
如果此人他之前认识，他自然会指出这人是男的，然后会觉得很好玩好笑。
如果不认识，那认错了又怎样呢？他毕竟还小，认错也是正常的呀，大人不要大惊小怪就没事了嘛。
之所以会有错，包括那些变性人之类的，所以到三年级了，可以教育他们，不要去取笑这样的人呀。

 

[某某]

孩子会告诉你，头发长的是girl，短的是boy，绝不会上来就要扒下裤子看看是boy还是girl。

即便这样，也是最基础的认知呀。

 

[某某]

他们的理解是 “爸爸”，“妈妈”。
不是 “男人” “女人”，
更加不是拥有男性生殖器的男人， 拥有男性生殖器的女人， 拥有女性生殖器的女人， 以及拥有女生生殖器的男人。 OK？

你以为你儿子能够知道爸爸妈妈的区别， 就知道男人女人的区别了？ 就知道自己身为男人还是女人了？就知道自己身为男人，但内心是个男人还是女人了？

如果2岁的他真的知道了， 那我倒是要顶锅盖问一句：你都忒么教了孩子些什么呀！！

但是三年级的教纲，也并没有这么直白得告诉他们啊。你都想到哪儿去了啊？

 

[urus]

你让一个男的（生理，心理，都是男性的直男）烫个头， 化妆一下， 穿身你平时穿的女性衣服（额，穿得下么？）
如果此人他之前认识，他自然会指出这人是男的，然后会觉得很好玩好笑。
如果不认识，那认错了又怎样呢？他毕竟还小，认错也是正常的呀，大人不要大惊小怪就没事了嘛。
之所以会有错，包括那些变性人之类的，所以到三年级了，可以教育他们，不要去取笑这样的人呀。

你看到我有任何取笑变性人的意思吗？
我说的是认知。 是孩子， 是一两岁孩子的认知。

好吧， 这么说吧， 我认为， OK， 仅仅是我认为：你说你教育孩子能够在1～2岁的时候就识别男女，OK， 这个很多人很多孩子也能做到， 但是（ 一定要强调这个“但是”），这时候，事实上，这时候孩子对“男女”的认知， 绝对不是你所认为的那样： 他们会对男女性别，包括自己的男女性别的认知。 他们只是从衣着，外貌上知道， 这是两种人： 妈妈类的， 爸爸类的。 That's it。

你需要证据吗？ 好，你回去做个实验： 如果你2岁的儿子在认知男女的时候知道要扒下裤子检查裤裆，如果这小子知道甭管你花枝招展还是粗旷有力， 想让小爷我辨别男女？ 先把裤子脱了。

如果你儿子能做到这点， 我就觉得那的确了不起， 你儿子的确qualify 在3年纪就去接受Gender Identity的教育了。

 

[某某]

你看到我有任何取笑变性人的意思吗？
我说的是认知。 是孩子， 是一两岁孩子的认知。

好吧， 这么说吧， 我认为， OK， 仅仅是我认为：你说你教育孩子能够在1～2岁的时候就识别男女，OK， 这个很多人很多孩子也能做到， 但是（ 一定要强调这个“但是”），这时候，事实上，这时候孩子对“男女”的认知， 绝对不是你所认为的那样： 他们会对男女性别，包括自己的男女性别的认知。 他们只是从衣着，外貌上知道， 这是两种人： 妈妈类的， 爸爸类的。 That's it。

你需要证据吗？ 好，你回去做个实验： 如果你2岁的儿子在认知男女的时候知道要扒下裤子检查裤裆，如果这小子知道甭管你花枝招展还是粗旷有力， 想让我辨别男女？ 先把裤子脱了。

如果你儿子能做到这点， 我就觉得那的确了不起， 你儿子的确qualify 在3年纪就去接受Gender Identity的教育了。

但是3年级的小孩不是2岁。