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Sex education: why the British should go Dutch;
The Times UK
Britain's Schools Minister plans to introduce sex lessons for five-year-olds. They already have them in the Netherlands. Is that why they also have the lowest teenage pregnancy rate in Europe? [...]
The Government has chosen the Dutch model rather than the Nordic way of tackling the subject of sex because the Netherlands, unlike Scandinavian nations, also manages to have one of the lowest abortion rates in Europe. In Britain, the number of abortions performed on under-16s rose by 10 per cent last year to 4,376.
So how do the Dutch do it? [.... Sex Educationion ....]
This openness seems to work. [...]
Children in their final year of primary school have not been shielded from anything, but their teachers have continually reinforced the message that sex is about love and commitment. The pupils all agree that they will not sleep with anyone until they have finished secondary school and are in a serious relationship. [...]
Maybe, instead of expecting schools to teach children morality and the missionary position, the British should adopt a few other Dutch lessons.
Britain's Schools Minister plans to introduce sex lessons for five-year-olds. They already have them in the Netherlands. Is that why they also have the lowest teenage pregnancy rate in Europe? [...]
The Government has chosen the Dutch model rather than the Nordic way of tackling the subject of sex because the Netherlands, unlike Scandinavian nations, also manages to have one of the lowest abortion rates in Europe. In Britain, the number of abortions performed on under-16s rose by 10 per cent last year to 4,376.
So how do the Dutch do it? [.... Sex Educationion ....]
This openness seems to work. [...]
Children in their final year of primary school have not been shielded from anything, but their teachers have continually reinforced the message that sex is about love and commitment. The pupils all agree that they will not sleep with anyone until they have finished secondary school and are in a serious relationship. [...]
Maybe, instead of expecting schools to teach children morality and the missionary position, the British should adopt a few other Dutch lessons.
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Adult-Child Sex and the Demands of Virtuous Sexual Morality;
Sexuality & Culture;
21(1), 247-269
This article is the continuation of a previous analysis of the usual arguments —
lack of consent, exploitation and harm — used to evaluate sexual experiences
between adults and children from general moral principles. It has been suggested that those arguments were insufficient to condemn all adult-child sexual experiences, and that it would be of interest to study others that come from a specific sexual morality based on a more complex and transcendent conception of human eroticism and sexual conduct.
This paper develops three different arguments against adult-child sex from this perspective, a view which, while not rejecting the Kantian and utilitarian approaches,complements and transforms them with a virtue ethic that questions not only the permissibility of certain acts but also their moral desirability under this frame of reference.
This helps us to clarify the scientific discourse on adult-child sex and directs us to the importance of attending to the educational dimension of this moral problem.
This article is the continuation of a previous analysis of the usual arguments —
lack of consent, exploitation and harm — used to evaluate sexual experiences
between adults and children from general moral principles. It has been suggested that those arguments were insufficient to condemn all adult-child sexual experiences, and that it would be of interest to study others that come from a specific sexual morality based on a more complex and transcendent conception of human eroticism and sexual conduct.
This paper develops three different arguments against adult-child sex from this perspective, a view which, while not rejecting the Kantian and utilitarian approaches,complements and transforms them with a virtue ethic that questions not only the permissibility of certain acts but also their moral desirability under this frame of reference.
This helps us to clarify the scientific discourse on adult-child sex and directs us to the importance of attending to the educational dimension of this moral problem.
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How Children Learn About Sex: A Cross-Species and Cross- Cultural Analysis;
Arch Sex Behav (2015) 44:1059–1069,
Feb 18 2015
Scattered and not widely disseminated evidence from primatology, anthropology, and history of childhood sexuality support the hypothesis that throughout much of human behavioral evolution that human children have learned about sex through observing parental sexuality and then imitating it in sexual rehearsal play with peers. Contemporary theories of psychosexual development have not considered the possibility that young children are predisposed to learn about sex through observational learning and sexual rehearsal play during early childhood, a primate-wide trait that is conserved in humans but suppressed in contemporary contexts.
Scattered and not widely disseminated evidence from primatology, anthropology, and history of childhood sexuality support the hypothesis that throughout much of human behavioral evolution that human children have learned about sex through observing parental sexuality and then imitating it in sexual rehearsal play with peers. Contemporary theories of psychosexual development have not considered the possibility that young children are predisposed to learn about sex through observational learning and sexual rehearsal play during early childhood, a primate-wide trait that is conserved in humans but suppressed in contemporary contexts.
