Considerations in a Philosophy of Sex Education

Foster, Greg R.
January 1968
Educational Leadership;Jan1968, Vol. 25 Issue 4, p316
This article focuses on the philosophy of sex education in the U.S. The moral problems people face today are not inherited. People do not inherit sexual attitudes. Rather, their attitudes evolve from social, economic, and political necessity. Often they evolve out of fear, guilt, or shame. A philosophy of sex education must assume by necessity the fact that attitudes can be revised or changed. People accept the fact that sexual standards of the day change just as man's environment changes. Sex is a mysterious and complicated part of teachers. It is intimately personal and yet connotes vast social implications. The best traditions and attitudes of past generations must be included in a philosophy and not be diluted by modern needs. Teachers' approach must be positive and not negative. Limiting themselves as teachers to the dangers of unwanted pregnancies or of venereal diseases is approaching the job in a negative fashion. Instilling fear is not a healthy basis for the development of a sexual philosophy. Sex is concurrent with a mature understanding of the role of sex in life. It is a function which contributes to the growth of character. With positive emphasis teachers promote the emotional outgrowth of a future man-wife relationship. A philosophy of sex education must be imbued with the instilling of self-determination.


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