Interview with Judith A. Reisman: Something Rotten in the State of Montana?

Judith A. Reisman

7.13.10 - Michael F. Shaughnessy - Montana is seeking to impose an unscientific, Kinseyan ideological model of pathological sexual instruction on the undeveloped, immature brains of vulnerable children. I would argue that the exposure of children to the kinds of sexual stimuli proposed by Montana’s education mavens reflects unmitigated ignorance, malevolence or both.

Michael F. Shaughnessy
Eastern New Mexico University
Portales, New Mexico

1. Dr. Reisman , first of all could you tell us a little bit about your background and experience?

Well, below is my short summary but based on YOUR knowledge and interests, let me say I worked for years for CBSTV, Captain Kangaroo, writing songs, and producing musical stories, sort of the original MTV, for children.

I also produced “Great Works of Art” for children for various museums, Cleveland Museum of Art, and for Scholastics Magazine. My interests were in using great art to educate children.

My university education involved the effects of television on children’s attitudes and behavior and from that I moved (long story) into the effects of pornography, as a form of trauma really, on adult and child attitudes and behavior.  I focused on visual versus text reception by the brain, mind, memory.

Judith A. Reisman, PhD has focused on fraudulent sex science-education and on pornography as an Erototoxic pandemic, addicting children and society. Dr. Reisman is a news analyst and commentator for several press outlets, and was principal investigator/author of the pioneering U.S. Department of Justice, Juvenile Justice study, Images of Children, Crime and Violence in Playboy, Penthouse and Hustler (1989). She also authored Kinsey, Sex and Fraud (Reisman, et al., 1990), Soft Porn Plays Hardball (1991), Partner Solicitation Language as a Reflection of Male Sexual Orientation (w/Johnson, 1995), and Kinsey, Crimes & Consequences (1998, 2000) and the forthcoming Sexual Sabotage (2010).

Dr. Reisman was scientific consultant to four U.S. Department of Justice administrations, the U.S. Department of Education, and the U.S. Department of Health and Human Services. She is listed in Who’s Who in Science & Engineering, International Who’s Who in Sexology, International Who’s Who in Education, Who’s Who of American Women, The World’s Who’s Who of Women, etc. Her scholarly findings have had international legislative and scientific impact in the United States, Israel, South Africa, Canada, and Australia. Tim Tate, UNESCO award-winning Producer-Director of “Kinsey’s Paedophiles,” (Yorkshire Television, UK, 1998) stated:  “every substantive allegation Reisman made was not only true but thoroughly sourced with documentary evidence—despite the Kinsey Institute’s reluctance to open its files.”

Based on her work, The German Medical Tribune and the British medical journal, The Lancet demanded that the Kinsey Institute be investigated for deliberately covering up massive sex crimes against children and fraudulent science. Website, drjudithreisman.com.

2. Now, what seems to be happening in the state of Montana?

Montana is seeking to impose an unscientific, Kinseyan ideological model of pathological sexual instruction on the undeveloped, immature brains of vulnerable children.  I would argue that the exposure of children to the kinds of sexual stimuli proposed by Montana’s education mavens reflects unmitigated ignorance, malevolence or both. Their imposition of sexplicit and indeed deviant forms of sexual conduct on captive schoolchildren is institutional child sexual abuse. Were a man or woman to stop a child on the street and whisper the same information teachers will force on these school children, he or she could be arrested for child molestation. Thus yes, the sexual stimuli “education” planned is unmonitored, untested, not validated and on the evidence provably traumatic for normal child development. Moreover, the assault on parents as the single responsible caretakers and instructors in sexuality for their own children is deliberately repudiated by the sexuality curriculum starting in kindergarten and continues conditioning, confusing and hijacking these children until they are free should they graduate….

3. Who seems to be, for lack of a better word, behind, these curricular changes or modifications?

Certainly those who planned this pathological program perceive themselves as better than, more knowledgeable than, the parents of these children, and for that reason these elitists would override all of the moral values of parents and society. Thus such persons qualify as radicals by definition, as subversive of the historic morality and the belief system of this nation. That their plans for children are in concert with that of the organized pedophile movement is ignored to the detriment of these really, experimental, children.

4.  According to the Constitution , are schools supposed to be teaching about “ alternative life styles “ or even doing sex education?

Of course not, there is nothing in the US Constitution to justify such “instruction.” Indeed all such “education” is child experiment and would be completely illegal were a proper legal force to argue this historically and scientifically in a court of law. All the data finds that since the beginning of “human sexuality education” we have massively increased, not decreased our sexual dysfunctions, diseases, crimes, and such. There is ZERO proof of any success for even the less invasive sex ed courses must less this one.

5.  When is this “illustrious “ instruction supposed to begin and are the schools going to make sure that no child gets left behind…?

As far as I understand it this “instruction,” really propaganda assault, is under debate at this time. If the faction passionately desiring this assault on children succeed, it will doubtless begin as soon as they can get clearance. Indeed, as in Massachusetts, it is becoming common for the pedagogical elitists to mandate that “no child gets left behind,” no matter what their parents wish or know to be right for their children.

6.  Does the average parent know about what is going on in Montana?

I doubt that most parents realize what is planned and even if they are aware, the real story tends not to become accessible to parents until much too late.

7.  Is the legislature behind this? Or are they ignoring it?

I am not an expert in the legislative situation, the private or public machinations. In 1998 Montana legislature did not require such “education.” Obviously there has been a great deal of political activity in the last decade to reverse that conservative posture.  NARAL Pro Choice Montana” has been very active in campaigning for this “education” seeing it as the only way to attain their mission of abortion on demand and similar political desires.

8.  Tough question, but at what age or grade should kids be taught about emotional intimacy, sexual intimacy, and even friendships?

Not really tough at all. These are parental decisions that are inappropriate for an academic setting.  They involve myriad personal unknowns that are not part of  “education.” In class and in the playground and lunchrooms teachers should enforce rules about bullying, taking terns, being polite and so on.

Children need to focus their attention on learning their basic academic tasks. They can do that quite well when teachers establish an orderly, respectful, and safe environment. Within such a respectful environment, children will automatically be learning about friendships. It would be nice if emotional and sexual intimacy could be “taught” but the evidence finds some teachers will transmit damaging information based on their own emotional and sexual intimacy problems, and some will abuse such opportunities to attain dominance, control and even blackmail of children. This means such issues must be off limits to school personnel.

9.  What have I neglected to ask?

Well, just what makes these sexperts sexperts? How do they get their training, where? Since sex education only existed as “hygiene” before 1950, (cleanliness habits and instruction to wait until marriage for sex unless one wanted to get VD) all sex ed had to come from some “expert.” That “expert” was Alfred Kinsey and his books Sexual Behavior in the Human Male (1948) and Sexual Behavior in the Human Female (1953) launched the “field” and the sex ed curricula the Montana folks would like to bring to classrooms today. Since all of the Kinsey data were lies, based on sex abuse of hundreds, even thousands of children (young as 2 months) the entire “field” is based on lies and crimes against children. And the field denies it—so ask where they were trained, by whom—their sexperts will all come down to being Kinseyans. This is the biggest con job on American education in history.

Cordially, and thank you for your interest and concern,

Judith A Reisman, PhD