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The positive impacts/benefits of “Sex Education”
Gender education and the effects on children
The positive impacts/benefits of “Sex Education”
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Sex Education in Schools
Sex education in schools now seems to be more and more of a controversial issue. People are arguing over what the curriculum should be in sex education, if it should be taught in schools or at home by parents and the main point of this paper if sex education is actually doing what it was set out to do. The idea behind this paper is to determine if sex education in schools really does keep down the amount of teens with STD’s or who become pregnant.
The definition of sex education according to SIECUS (2002) “Sexuality education is a
lifelong process of acquiring information and forming attitudes, beliefs, and values. It
encompasses sexual development, reproductive health, interpersonal relationships, affection, intimacy, body image, and gender roles.” Sex education discusses important aspects of reproduction, sexuality, and just growing up in general in a physical and emotional sense. One would have to wonder though; does sex education actually serve its purpose? Does it enlighten teens enough about sex and the consequences, to the point where you can actually tell the difference between those who are sexually educated and those who are not? According to a study done bye Coyle (1999) sex education no matter where, at home or in school, and no matter the program does indeed help decrease the amount of teens having unsafe sex. Based on information from that same study about 3 million teenagers a year get an STD, and roughly 10% of adolescent females ages 15-19 get pregnant every year unintentionally. In an article from The Alan Guttmacher Institute (1999) there has been a 20% drop in female pregnancies between n 1990 and 1997 and the drop has continued, they have stated that the reason for this i...
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...ow that sex education does indeed decrease the amount of teens who become pregnant and contract STD’s. There are a lot of people who choose to ignore statistics which state that they themselves and their children are at risk of getting a disease which would change their lives forever, or ignore the idea that their child could be having sex, and young teens who don’t believe they can get pregnant the first time having sex. Sex education informs and is an important part of a curriculum, just as much as Math and English, because an education is harder to get if you have a baby or if you spend a lot of time in the doctor’s office. Life is by no means over if a disease is contracted or if a baby is born, but it is defiantly life altering and it is by far
better to know and be able to protect yourself than it is to be sheltered from what a few people could find profane.
Howard Gardner used to define intelligence as “the ability to solve problems or to create products that are valued within one or more cultural settings” (Gardner 33). The modern day human being would most likely include the words “smart” and “dumb” in their definition of intelligence. Gardner questioned the belief of only one intelligence so he created his own theory that involved seven different discoveries. He didn’t want to call these discoveries “skills” or “talents” or gifts” because those all suggested a drawback so he decided on the word “intelligence,” creating his theory of multiple intelligences (Gardner 33). Gardner’s theory of multiple intelligences including, linguistic, logical/mathematical, musical, bodily-kinesthetic, spatial, intrapersonal and interpersonal, has many implications for modern education and culture.
...He had been a witness to see that African American people were getting treated wrong because of their skin color; he felt that it was not the right thing to do because everyone should get treated equally. Following his path of hard work and making a difference there were Malcolm X, and Martin Luther King Jr. he paved the way for us black people to be equal in everything we have jobs, schooling, and our freedom, it has changed American history because African Americans have a came a long way from being slaves, beaten, and humiliated because of their skin. It has an impact on us because now if we see that we say something because we know that it is not right and really cruel. The lesson of this is to show that we all could take a stand no matter and not with violence all it takes is motivation, determination, and confidence to stand up for what you believe in.
Since the HIV/AIDS epidemic began in the U.S. in the early 1980s the issue of sex education for American youth has had the attention of the nation. There are about 400,000 teen births every year in the U.S, with about 9 billion in associated public costs. STI contraction in general, as well as teen pregnancy, have put the subject even more so on the forefront of the nation’s leading issues. The approach and method for proper and effective sex education has been hotly debated. Some believe that teaching abstinence-only until marriage is the best method while others believe that a more comprehensive approach, which includes abstinence promotion as well as contraceptive information, is necessary. Abstinence-only program curriculums disregard medical ethics and scientific accuracy, and have been empirically proven to be ineffective; therefore, comprehensive sex education programs which are medically accurate, science-based and empirically proven should be the standard method of sex education for students/children in the U.S.
Today’s young Americans face strong peer pressure to be sexually active and engage themselves in risky behaviors (Merino 100-109). Anyone deciding to have sex must first think about all the risks involved. Kekla Magoon, author of Sex Education in Schools, says that “half of all teens aged 15 to 19 years old in the United States have had sex” (Magoon 64-65). It is currently not required by federal law for schools to teach Sex education and those few schools that do teach Sex education have the decision to determine how much information is allowed. Advocates from both sides of the Sex education debate agree that teens need positive influences in order to make practical decisions (Magoon 88-89). Opponents of Abstinence-only education believe it fails because it does not prepare teens for all the risks of sex (Magoon 64-65).
...cloning can be divided into two broad category: potential safety risk and moral problems, and these concerns overweigh its achievement.
Howard Gardner’s theory contains eight main multiple intelligence. As the years have progressed there have taken one out and is left with the main seven. These seven are: Linguistic, Mathematical, Spatial, bodily, Musical, Interpersonal, and Intrapersonal. These are found in everyone; however, each person will excel in one or two. Once teachers can determine what intelligence the students will exceed on and teach to their strengths the student will learn much more.
What is acceptable when it comes to teaching kids about sex education? “What Schools Should Teach Kids About Sex” by Jessica Lahey uses more of a logical approach to the issues of sexual education given to adolescence, compared to “Sex Education Is One Thing” by Anna Quindlen which tells more of her personal story and opinion using pathos to connect to the audience. After reading both articles about sex education, it is clear that there are many different interpretations of what qualifies as sex education, who is qualified to teach it, and what should be included in the curriculum. Both writers believe that there should be more sex education taught to high school kids but they go about it in different ways, using rhetorical appeals of logic versus pathos.
Sex education materials for children more often serve to confuse than to inform. These materials generally present females as passive and males as active. The books describe heterosexual norms while ignoring the existence of homosexuality and bisexuality. Many books describe sexual intercourse as existing for the purpose of procreation only. Pictures and descriptions of this sex act more often mystify than inform. Finally, these materials target young children and assume that these children are incapable of understanding most elements of sex. Children can often understand far more than they are given credit for. Most materials offer descriptions of sexual intercourse as an act devoid of passion involving an active male partner and a passive female partner.
There are eight basic different intelligences: musical, body-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and naturalist. According to Gardner’s theory of Multiple Intelligences, people have many different ways of learning. Unlike traditional theories of intelligence that focus on one, single general intelligence, Gardner believed that people have multiple ways of thinking
There are many people that think young people need to learn about sexuality at an earlier age as a result of teens becoming pregnant. “A 1999 survey conducted by Hickman-Brown Research Inc. found that 93 percent of all Americans believe sex education should start in high schools and 84 believe it should be taught in middle or junior high schools.” (The Sex Ed Debate, pg. 2). Sexuality is a part of everyone’s life. Sex education informs students and young people about topics that are associated with sexuality. As these young people start to mature they should become aware of the consequences that will come with sexual intercourse. The only way they will learn about the certain consequences that they might receive as a result of sexual intercourse is by obtaining a...
Sexual education was actually introduced in the 19th century here in America, but it has
From this research Gardner’s multiple intelligence therapy was created. The multiple intelligence theory is based on the belief that everyone succeeds in at least one of the eight types intelligence, linguistic, mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal and naturalist. Each intelligence different from the other, however one person can strive at multiple intelligences or simply strive at one intelligence. Once Gardner released his book “frame of minds” in 1983 (Gardner’s multiple intelligence) the educational outlook on student’s success started to transform. With a new understanding that each student is different educationally then it became clear that students obtain education differently as well, the modern day class room transformed to fit each
Whereas, the Sexual Education program promotes safe sex and knowledge of the sex and it’s consequences. The motto would be, “Knowledge is Power.” As a result of this program has decreased the rate of unplanned pregnancy and sexual disease outbreak. This is why it is argued that Sexual Education should be taught in the public school system.
Having comprehensive sex education in the schools gives teens safe place to discuss these issues in fact it has been shown that. Seeing that some teens are shy about asking the important questions from their parents, and the parents themselves are not always comfortable or brave enough to answer these questions which can be harmful the child. Having this be taught at the schools wil...
First of all, the main reason children have sex prematurely is because they are curious. Students lack knowledge about sex because they haven’t been taught about it, however, when children know the consequences behind their actions and the risks they are taking they less likely to want to have sex. If we take the time to show kids what it is like to take care of a child as a teenager or show them AIDS victims; they may be much less likely to want to indulge in sexual activities. Sex education probably can’t prevent teenage sex, but it can ensure students have the knowledge they need so they’ll be aware of what they are getting themselves into.