Here are some things we know:
- God created Adam and Eve, the first human beings, in his own image, equal before God as persons, and distinct as male and female.
- That divinely ordained differences between male and female reflect God’s original creation design and are meant for human good and human flourishing.
- That the differences between male and female reproductive structures are integral to God’s design for self-conception as male or female.
- That those born with a physical disorder of sex development are created in the image of God and have dignity and worth equal to all other image-bearers. They are acknowledged by our Lord Jesus in his words about “eunuchs who were born that way from their mother’s womb.” With all others they are welcome as faithful followers of Jesus the Messiah and should embrace their biological sex insofar as it may be known.
- That self-conception as male or female should be defined by God’s holy purposes in creation and redemption as revealed in Scripture.
Some great insight on transgenderism by Margot Cleveland at The Federalist.
“General principles of First Amendment jurisprudence make that much clear. More than 70 years ago in West Virginia State Board of Education v. Barnette, the Supreme Court held that public schools could not force students to salute a flag, explaining: “If there is any fixed star in our constitutional constellation, it is that no official, high or petty, can prescribe what shall be orthodox in politics, nationalism, religion, or other matters of opinion or force citizens to confess by word or act their faith therein.”
“Here’s what that means for classmates of a student presenting at school as transgendered. A school cannot mandate that other children “mis-sex” a gender-dysphoric student. In other words, a pupil cannot be forced to call a boy a girl, or refer to a boy as a “she” or “her.” Nor can a school insist that pupils celebrate a “gender-reveal” or “coming out” of a gender-dysphoric classmate through applause or other affirming behavior.
“Additionally, teachers may not require students to believe the transgender lessons taught in school or to profess such a belief in classroom discussions, on examinations, or otherwise. If instructors test students on theories of gender identity, students would be well within their rights to annotate questions or responses to make them accurate. To illustrate, if a teacher posed this question: “What pronoun should you use to refer to a transgender man?” A student could response with a caveat, along these lines: “You told the class to refer to a transgender man with masculine pronouns.”