Top College — and Former Female Seminary — Tells Science Professors to Never Say ‘Woman’ or ‘Female’ – Opinion

If you’re interested in science, Wheaton College can help you follow some.

A language guide has been published by the Massachusetts School for Professors.

Under the heading of “Natural Sciences,” the instructions explain, “Gender identity has a complicated relationship to biology and bodies.”

It’s about assignment:

[T]People who identify as ransgender have a different sex/gender from what was assigned to them at birth. They often, but not always, alter their bodies during this process. And intersex people, who make up a significant minority of all births (estimated to be as common as one in every 100 births), disprove the “naturalness” or inevitability of two exhaustive and mutually exclusive sex categories.

Keep it simple:

Natural science instructors who are tasked with teaching about sexuality and sex differences may want to use terms that are more specific and better reflect the bodies and experiences of their students.

These are three examples:

• Penis/testes/vulva/clitoris/etc. instead of “male genitalia” and “female genitalia”
• Assigned [male/female] at birth (AMAB or AFAB), instead of “born female” or “biological male”: acknowledges that which physical characteristics we use to assign sex at birth are determined by social norms and technological capabilities (in the U.S., for example, we rarely test hormone levels or chromosomes unless physical genitalia appear ambiguous), as well as the fact that this is an assignment, not the individual’s own self-identification.
• People with uteruses/people who menstruate/pregnant people/etc., instead of “women” or “females”: helps to specify the relevant organs or biological processes, instead of making assumptions about the identities of the people in question. “People with uteruses,” then, would include most (but not all) cisgender women, as well as many transgender men and nonbinary AFAB people. This specificity matters for trans and nonbinary students in class, but also for anyone who, for example, might become a healthcare worker — inability to access competent and sensitive medical treatment (not just transition-related health care, but also basic preventive and acute medical care) is a persistent problem for transgender people.

Although waking up is about language, its goal seems to be contradictory. Logophiles have enriched their vocabulary of terms in the past to make it more useful. 1. Clear 2. concise. These days, we’re being told to keep vocabulary at a minimum.

Since thousands of years ago, humans have tried to find a way to express a meaning. Now it seems that we need the exact opposite.

To ensure maximum compliance, learn words only. You can also delete anything you don’t want.

Use “four-wheeled automotive vehicle designed for passenger transportation” rather than “car.”

And refrain from employing “elephant;” simply say or write this:

An extremely thickset, almost hairless herbivorous mammal that is often large (epidae family, elephant family), with a long, elongated snout and a muscular trunk. Two incisors are located in the upper jaw, developed especially for the male to create long, ivory tusks.

However, definitions are words and words have definitions. Perhaps eventually, we’ll attain complete wokeness and only draw.

At the moment, don’t succinctly call people with periods.

Wheaton’s guide — called “The Gender-Affirming Classroom” — also advises teachers not to “correct students’ use of the singular ‘they.’”

Furthermore, “Be mindful of respecting the pronoun a person requests that you use — not everyone who identifies as nonbinary uses ‘they.’”

Be all-around educated

Gender affirming in the classroom goes far beyond the use of pronouns. It also manifests itself through the texts that are assigned and the way we interact with them.

Tip 1: Recognize when the text is using outdated, excluded, or hetero/cis normative language.

We’re living in an age of affirmation. Sorry — we’re exhibiting the life or motion of nature in or into the interior of the time of life at which some particular qualification, power, or capacity arises or rests of the act of stating or declaring positively and often forcefully or aggressively something, such as a judgment or decree, as valid or confirmed.

Per its website, Wheaton — rated a “Top 40” liberal arts school by The Wall Street Journal and Times Higher Education — was founded in 1834 “as a female seminary.”

-ALEX

CORRECTION: Wheaton’s founding was originally described as occurring in 1860, courtesy of evangelical abolitionists. Also, it was initially labeled a “Christian” school, but the college no longer bears that label.

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