Understanding Sexuality Objective To gain an understanding of the broad concept of sexuality and the many areas of our lives

that involve our sexuality Time 45 to 60 minutes aterials ! "lipchart paper ! ar#ers

Steps $% &rite 'Sex( and 'Sexuality( in separate columns on a piece of flipchart paper% )% *s# the participants +hat the term sex means to them% *llo+ participants to share their thoughts, and record their responses in the 'Sex( column on the flipchart% Then read aloud the follo+ing definitions of sex and sexual intercourse and as# the participants for any comments on the definitions% Sex refers to one-s biological characteristics.anatomical /breasts, vagina, penis, testes0, as a male or female% Sex is also a synonym for sexual intercourse, +hich includes penile1vaginal sex, oral sex, and anal sex% 2% *s# the participants +hat the term sexuality means to them% *llo+ participants to share their thoughts, and record their responses in the 'Sexuality( column on the flipchart% Then read aloud the follo+ing definition and as# the participants for any comments on the definition% Sexuality is an expression of +ho +e are as human beings% Sexuality includes all the feelings, thoughts, and behaviors of being male or female, being attractive and being in love, as +ell as being in relationships that include intimacy and physical sexual activity% Sexuality begins before birth and lasts throughout the course of the life span% * person-s sexuality is shaped by his or her values, attitudes, behaviors, physical appearance, beliefs, emotions, personality, li#es and disli#es, spiritual selves, and all the +ays in +hich he or she has been sociali3ed% 4onse5uently, the +ays in +hich individuals express their sexuality are influenced by ethical, spiritual, cultural, and moral factors%
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67 *S 8*9T769S: T9*;7;7< O" =;"6 S>;==S 6?U4*TO9S 4% 6xplain that +hile many people often associate the term sexuality +ith the terms sex or sexual intercourse, it encompasses much more than that% To help the group understand the complexity of sexuality, discuss five different aspects of sexuality in a brief minilecture% One +ay to present these five aspects is to dra+ five circles that all touch each other% 6ach circle represents one of the elements of sexuality% &hen all of the circles are placed together, they suggest the total definition of sexuality% *fter each concept is described to the participants, see if they have any examples to demonstrate their understanding of each element: Sensuality @ Sensuality is ho+ our bodies derive pleasure% ;t is the part of our body that deals +ith the five senses: touch, sight, hearing, smell, and taste% *ny of these senses +hen enjoyed can be sensual% *s# the participants to provide examples of ho+ a person might enjoy each of the five senses in a sensual manner% The sexual response cycle is also part of our sensuality because it is the mechanism that enables us to enjoy and respond to sexual pleasure% ;ntimacyArelationships @ ;ntimacy is the part of sexuality that deals +ith relationships% Our ability to love, trust, and care for others is based on our levels of intimacy% &e learn about intimacy from those relationships around us, particularly those +ithin our families% Sexual identity @ 6very individual has his or her o+n personal sexual identity% This can be divided into four main elements: a% Biological sex is based on our physical status of being either male or female% b% Gender identity is ho+ +e feel about being male or female% <ender identity starts to form around age t+o, +hen a little boy or girl reali3es that he or she is different from the opposite sex% ;f a person feels li#e he or she identifies +ith the opposite biological sex, he or she often considers himself or herself transgender% ;n the most extreme cases, a transgender person +ill have an operation to change his or her biological sex so that it can correspond to his or her gender identity% c% Gender roles are society-s expectations of us based on our biological sex% *s# the group to thin# about +hat behaviors +e expect of men and +hat behaviors +e expect of +omen% These expectations are gender roles% d% Sexual orientation is the final element of sexual identity% Sexual orientation refers to the biological sex that +e are attracted to romantically% Our orientation can be heterosexual /attracted to the opposite sex0, bisexual /attracted to both sexes0, or
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homosexual /attracted to the same sex0% 8eople often confuse sexual orientation and gender roles% "or example, if a man is very feminine or a +oman is very masculine, people often assume that these individuals are homosexual% *ctually, ho+ever, they are expressing different gender roles% Their masculine or feminine behavior has nothing to do +ith their sexual orientation% * gay man may be very feminine, very masculine, or neither% The same applies to heterosexual men% *lso, a person may engage in same1 sex behavior and not consider himself or herself homosexual% "or example, men in prison may have sex +ith other men but may consider themselves heterosexual% Sexual health @ Sexual health involves our behavior related to producing children, enjoying sexual behaviors, and maintaining our sexual and reproductive organs% ;ssues li#e sexual intercourse, pregnancy, and sexually transmitted infections /ST;s0 are part of our sexual health% *s# the group to identify as many aspects of sexual health as possible% Sexuality to control others @ This element is not a healthy one% Unfortunately, many people use sexuality to violate someone else or get something from another person% 9ape is a clear example of sex being used to control somebody else% Sexual abuse and prostitution are others% 6ven advertising often sends messages of sex in order to get people to buy products% Discussion questions: ! &here is 'sexual intercourse( included +ithin the definition of sexualityB ?oes the term play a large or small role in the definitionB ! Co+ does culture influence the various circles of sexualityB ! &hich circles of sexuality are very different bet+een males and femalesB ?o men and +omen experience sensuality the same +ayB ?o men and +omen vie+ relationships the same +ayB ?o men and +omen have the same sexual health needsB <ender 9oles: ;-m <lad ;-m aD, but ;f ; +ere aD Objectives $% To develop a better understanding of the enjoyable and difficult aspects of being male or female )% To develop a better understanding of the other gender
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Time 60 minutes aterials ! 7e+sprint ! ar#ers

! Tape 7ote to the "acilitator This activity is most effective +hen there are male and female participants to share their perspectives% Co+ever, you can do the activity +ith an all1male group% ;nstructions are included belo+ on ho+ to facilitate the activity either +ay% Steps $% Separate the participants into same1sex groups of no more than eight% ;f the participants are all men, simply divide them into smaller groups% Tell the participants to pic# one person to serve as the recorder +ho +ill +rite for the group% )% <ive each group a sheet of ne+sprint and a mar#er% *s# the participants to come up +ith as many endings as they can for the follo+ing sentences: ! ale group: ;-m glad ;-m a man becauseD

! "emale group: ;-m glad ;-m a +oman becauseD /;f the group is all male, do not +orry about this 5uestion%0 <ive an example of each to help the groups get started% Cave the groups record their sentences on the ne+sprint% *llo+ $5 minutes for completion% 7ote to the "acilitator a#e sure that the responses from the participants are positive aspects of their o+n gender rather than responses that center on not having to experience something the other sex experiences% "or example, instead of men in the group ma#ing statements li#e ';-m glad ;-m a man because ; don-t have a period,( they could concentrate on statements li#e ';-m glad ;-m a man because ;-m strong%( 2% <ive the groups another sheet of ne+sprint, and as# the participants to come up +ith as many endings as they can to the follo+ing sentences: ! ale group: ;f ; +ere a +oman, ; couldD
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! "emale group: ;f ; +ere a man, ; couldD /;f the group is all male, do not +orry about this 5uestion%0 *llo+ $5 minutes for completion% 4% Tape the sheets on the +all, and discuss the responses by as#ing the follo+ing 5uestions: Questions for a mixed-gender group: ! &ere any of the responses the same for both gendersB ! &as it harder for members of either of the gender groups to come up +ith reasons they are glad of their genderB &hy do you thin# this isB ! Co+ does the first set of responses of one gender group compare to the second set of the other genderB /?o the items the +omen list as things they are glad about overlap +ith +hat the men list as things they could do if they +ere +omenB0 Questions for an all-male group: ! Co+ do you thin# a +oman +ould finish the sentence, ';-m glad ;-m a +oman becauseD( ! Co+ do you thin# a +oman +ould finish the sentence, ';f ; +ere a man, ; couldD( Questions for either group: ! &hat did you find challenging about discussing the advantages of being the other genderB ! *re any of the responses stereotypedB &hich onesB &hy do these stereotypes existB *re they fairB 8o+er and <ender Objectives $% To recogni3e that men and +omen are treated differently in society )% To examine the participants- attitudes and beliefs about gender 2% To identify the different groups that have po+er and the groups that are targeted for unfair treatment in South *frica Time
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60 minutes aterials and *dvance 8reparation ! "our forced1choices signs /'Strongly *gree,( '*gree,( '?isagree,( and 'Strongly ?isagree(0 ! "lipchart paper ! ar#ers

$% ;n large letters, print each of the follo+ing titles on cards /or pieces of paper0, one title per card: 'Strongly *gree,( '*gree,( '?isagree,( and 'Strongly ?isagree%( )% ?isplay the signs around the room, leaving enough space bet+een them to allo+ a group of participants to stand near each one% Steps $% ;ntroduction: The participants are going to be discussing gender roles% <ender roles are defined as society-s expectations of people based on their gender% en and +omen are treated differently in South *frican society and throughout the +orld% *s# the participants to give some examples of the different forms of treatment men and +omen receive% )% Systems of oppression: ;n South *frica, men have more po+er than +omen do% Often, +hen groups have po+er, they treat those +ith less po+er poorly% This poor treatment of the groups +ith less po+er is called 'oppression%( *s# for some examples of '8o+erful( groups and 'Targeted( groups% =ist them on a sheet of flipchart paper% Celp the participants come up +ith examples of these t+o groups by suggesting categories that may have a po+er and a target group% These include sex, race, age, religion, financial status, and sexual orientation% 8o+erful en *dults &hites &ealthy Ceterosexuals 4hristians
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Targeted &omen Eouth Flac#s 8oor Comosexuals 7on14hristians

<ender 9oles: *ct li#e a Steps $% *s# the participants if they have ever been told to 'act li#e a man( or 'act li#e a +oman( based on their gender% *s# them to share some experiences in +hich someone has said this or something similar to them% &hy did the individual say thisB Co+ did it ma#e the participant feelB )% Tell the participants that +e are going to loo# more closely at these t+o phrases% Fy loo#ing at them, +e can begin to see ho+ society can ma#e it very difficult to be either male or female% ;n large letters, print on a piece of flipchart paper the phrase '*ct =i#e a an%( *s# the participants to share their ideas about +hat this means% These are society-s expectations of +ho men should be, ho+ men should act, and +hat men should feel and say% ?ra+ a box on the paper, and +rite the meanings of 'act li#e a man( inside this box% Some responses might include the follo+ing: ! Fe tough% ! ?o not cry% ! Eell at people% ! Sho+ no emotions% ! Ta#e care of other people% ! ?o not bac# do+n% % Once you have brainstormed your list, initiate a discussion by as#ing the follo+ing 5uestions: ! 4an it be limiting for a man to be expected to behave in this mannerB &hyB ! &hich emotions are men not allo+ed to expressB ! Co+ can 'acting li#e a man( affect a man-s relationship +ith his partner and childrenB ! Co+ can social norms and expectations to 'act li#e a man( have a negative impact on a man-s sexual and reproductive healthB ! 4an men actually live outside the boxB ;s it possible for men to challenge and change existing gender rolesB
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an, *ct li#e a &oman

4% 7o+ in large letters, print on a piece of flipchart paper the phrase '*ct =i#e a &oman%( *s# the participants to share their ideas about +hat this means% These are society-s expectations of +ho +omen should be, ho+ +omen should act, and +hat +omen should feel and say% ?ra+ a box on the piece of paper, and +rite the meanings of 'act li#e a +oman( inside this box% Some responses may include the follo+ing: ! Fe passive% ! Fe the careta#er% ! *ct sexy, but not too sexy% ! Fe smart, but not too smart% ! Fe 5uiet% ! =isten to others% ! Fe the homema#er% 5% Once you have brainstormed your list, initiate a discussion by as#ing the follo+ing 5uestions: ! 4an it be limiting for a +oman to be expected to behave in this mannerB &hyB ! &hat emotions are +omen not allo+ed to expressB ! Co+ can 'acting li#e a +oman( affect a +oman-s relationship +ith her partner and childrenB ! Co+ can social norms and expectations to 'act li#e a +oman( have a negative impact on a +oman-s sexual and reproductive healthB ! 4an +omen actually live outside the boxB ;s it possible for +omen to challenge and change existing gender rolesB 6% 4lose the activity by summari3ing some of the discussion and sharing any final thoughts% * final comment and 5uestion could be as follo+s: ! The roles of men and +omen are changing in our society% ;t has slo+ly become less difficult to step outside of the box% Still, it is hard for men and +omen to live outside of these boxes% &hat +ould ma#e it easier for men and +omen to live outside of the boxesB Sexual Orientation Steps
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$% Fegin a discussion by as#ing the group to define sexual orientation% 8rovide the follo+ing definition after the discussion: Sexual orientation is the erotic or romantic attraction /preference0 for sharing sexual expression +ith: ! ! ! embers of the opposite sex /heterosexuality0 embers of your o+n sex /homosexuality0 embers of both sexes /bisexuality0

)% *c#no+ledge that some of the participants might have very strong values about a person-s sexual orientation% Tell the participants that you +ill respect every individual-s right to his or her opinion% Co+ever, sexual orientation is important to discuss because homosexuality exists in *frica, as +ell as throughout the rest of the +orld% 2% ?ra+ a line across the top of some flipchart paper% =abel one side of the continuum 'Ceterosexual( and the opposite end 'Comosexual%( =abel the middle of the continuum 'Fisexual%( Use this diagram to explain that the range of sexual orientation, from heterosexuality to homosexuality, is a continuum% ost individuals- sexual orientation falls some+here along this continuum% &hile scientific studies have sho+n that an individual cannot change his or her sexual orientation at +ill, sexual orientation might change throughout a person-s lifetime% So an individual-s orientation can move along the continuum as time passes% 4% 6xplain that a person-s sexual orientation is often confused +ith other aspects of his or her sexuality% 8eople often mista#e sexual orientation +ith gender roles% To ma#e this point, dra+ a second line belo+ the first% =abel one side ' asculine( and the other '"eminine%( 6xplain that gender roles are societal expectations of ho+ men and +omen should act% Often, +hen a man acts in a feminine manner, he is assumed to be homosexual, but this may not be true because gender roles and sexual orientation are different% 6xplain that a person-s gender roles can also move across the continuum over time or can be based upon a given situation% 5% *nother distinction to ma#e is that a person-s sexual behavior does not al+ays indicate his or her sexual orientation% To ma#e this point, dra+ a third line belo+ the other t+o% =abel one side 'Sex +ith en( and the other 'Sex +ith &omen%(
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6xplain that not all individuals +ho have had one or more sexual contacts +ith members of their o+n sex define themselves as homosexual or are considered homosexual by society% "or example, some adolescent boys +ho experiment sexually +ith other boys /for example, masturbating in a group0 and some men +ho have sex +ith other men in isolated settings, such as prisons, do not consider themselves and are not considered by others to be homosexual% ;n addition, individuals +ho engage in same1sex sexual activity might not be exclusively attracted to members of their o+n sex and might not +ish to engage in sex only +ith members of their o+n sex% ;ndeed, some married persons engage in same1sex sexual activity outside of marriage and still consider themselves to be heterosexual% 8eople +ho have sex +ith both men and +omen might consider themselves to be bisexual, homosexual, or heterosexual% 6% 4onclude this activity by ma#ing the follo+ing points about sexual orientation% <ive the participants an opportunity to discuss any of these points: ! Homosexuality is not a character defect or a mental illness % Scientific research has sho+n that people +ho have sex +ith members of their o+n sex can be just as emotionally healthy as those +ho have sex exclusively +ith members of the opposite sex% ! Sexual orientation is not something a person can change at ill! 7o scientifically valid studies have indicated that people can change their sexual orientation by +anting to do so% Co+ever, an individual-s orientation might change over time% ! Homosexuality is different from transsexuality% * person +ho feels that he or she +as born into the body of the +rong sex is a transsexual% Feing a homosexual has nothing to do +ith feeling that you are in the body of the +rong sex% ost homosexual men feel perfectly comfortable being male, and most homosexual +omen, or lesbians, feel perfectly comfortable being female% ! "hildren of homosexual or bisexual parents are no more li#ely to become homosexual or bisexual than children of heterosexual parents are!

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Sex and <ender <*? theory proposes to transform gender relations so that +omen and men benefit e5ually from development projects% The concept that gender roles are socially determined and can, therefore, be changed is central to this goal% To avoid confusion, the term 'sex( is defined to mean the biological differences bet+een men and +omen% 'Gender( refers to the social relationships bet+een men and +omen that vary from one society to another and at different points in history% <ender roles, therefore, are learned from the time of birth and are reinforced by parents, teachers, peers and society% These gender roles are based on the +ay a society is organised and also vary by age, class, and ethnic group% <ender 9oles ?ivision of labour in societies illustrates both biological and gender differences% en are often responsible for activities that re5uire their physical strength, such as house building% Fecause only +omen can bear children, many societies use this biological role as the basis on +hich to allocate other roles% Such related roles often include caring for children and domestic chores% *ccording to current development theory, most communities recognise three distinct types of +or#: reproduction, production and community management%$G * survey of this +idely used theory and the part gender roles play in each type of +or# is included in Session 2%4% ;n brief, this theory identifies reproductive roles as all tas#s related to the household% 8roduction includes tas#s or +or# done for pay, in cash or in #ind% 4ommunity management roles include activities such as organising a religious festival or participating in community groups and politics% ;n differentiating bet+een 'sex( and 'gender(, it is useful to explore different cultural perspectives on gender roles to see ho+ these are socially conditioned% ' Socially conditioned( need not imply that no natural differences exist bet+een men and +omen% There are differences, and these are open for discussion% 7evertheless in many societies, roles considered innate and natural to one gender or the other often are actually culturally determined% *n interesting example of the difference bet+een particular 6uropean and *frican concepts of gender roles: colonial Fritish culture considered +omen +ea#er than men, both physically and intellectually% &omen +ere thought to be fragile and, therefore, +ere not permitted strenuous activity, such as +or#ing in fields% &hen the Fritish colonised the 8ort of 7atal in South *frica, they +ere in need of men to +or# on their sugar cane farms% Fut 7atal +as made up of mostly Julus, +ho had developed different gender roles% ;n Julu culture, as in many *frican cultures, +omen do the agricultural +or#%

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The Fritish colonialists could not persuade the Julu men to +or# on their farms, and their cultural ideas about +omen engaging in strenuous physical activity +ould not permit them to have +omen +or# in the fields% So the Fritish brought over men from ;ndia to +or# in the sugar cane fields, and no+ the population of the city of ?urban in 7atal is more than a 5uarter ;ndian% The Fritish considered +omen too +ea# for agricultural +or#, and Julu men considered themselves too 'manly( to +or# in the fields% ?ifferent assumptions about +omen-s 'natural 5ualities( led to different gender roles% ;n the mid1$H00s, early in +hat is no+ called the '+omen-s movement(, *merican culture considered +omen to be 'morally superior( to men% Kust as men +ere thought to have greater physical capacity, +omen +ere thought to possess greater moral capacity% Fecause +omen +ere assumed to be morally upright /unless considered 'corrupted(0, the presence of +omen among men +as thought to 'civilise( other+ise unruly men% *rguments for granting +omen-s rights +ere sometimes based on this moral superiority, to bring moderation and peace to politics and public discourse%$H These ideas no longer hold s+ay over most *mericans, +hich illustrates ho+ gender roles change over time even +ithin the same culture% Contrasting Sex and Gender Roles

Sex or <enderB *ctivity

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ar# each of the follo+ing statements as true of S6L /S0 or <67?69 /<0% &omen can become pregnantM men can impregnate% 4hildcare is the responsibility of +omenM men should be concerned +ith other +or#% &omen do the majority of agricultural +or# in *frican countries% &omen usually are paid less than men for the same +or#% &omen can breast1feed babiesM men can bottle1feed babies%
Exercise #2 Procedure Quiz Sex or gender? - 10 Minutes The Trainer should write the list below on a Flip chart and and then ask participants in plenary - to decide if these roles/stereotypes may be attributed to Sex or to Gender !hen disa"reement occurs# ask them to $ustify their opinions %dd local examples if you wish& o !omen "i'e birth to babies (%nswer - sex) o *ittle "irls are "entle and timid+ boys are tou"h and ad'enturesome (%nswer "ender role) o ,n many countries# women earn -. / of what men earn (%nswer "ender role) o ,n many countries men are conscripted to the army# but women are not (%nswer "ender role# but many persons/"o'ernments would disa"ree and state the policy was because of sex) o 0eace a"reements are mainly ne"otiated and si"ned by men (%nswer "ender role) o !omen breastfeed babies (%nswer sex) o %ccordin" to 12 statistics# women do 3-/ of the world4s work# yet their earnin"s amount to only 5. / of the world4s income (%nswer "ender role) o 6other Therese helped the poor (%nswer neither sex nor "ender+ personal characteristic) o 6en are decision makers (%nswer "ender role) o !omen did not fi"ht as soldiers in the conflict (%nswer "ender role %lso# dependin" on the country# this "eneral assumption may be incorrect )

Differences between Gender and Sex

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<67?69

S6L

NSocially created ideas and practices of +hat it is considered to be female or male% NThe social roles and relationships bet+een men and +omen, they are context1specific and can change according to circumstances, and from generation to generation% N<ender is influenced by other factors as +ealth, class, age, education, race, ethnicity, religion and ideology N<ender is imposed by human society, +hich generates some deep and far1reaching sense of ine5uality bet+een the sexes

NUniversal, biological differences bet+een men and +omen

N4haracteristics that categori3e someone as either female or male

NFiological sex differences are very fe+ and are unimportant in terms of determining gender ine5uality%

Nsex is a basic fact of nature and does not unfairly assign its biological roles

$quality of %utcome & 'he (ox and the "rane )equal treatment does not mean the same treatment* 'he (ox in+ited the "rane to dinner, he ser+ed the food on a large flat dish! 'he "rane ith her long narro bea# could not eat 'he "rane in+ited the fox to dinner, she ser+ed the food in a deep +ase, and so the (ox ith his short, ide face could not eat! Both friends had an equal opportunity for nourishment, but each time one of them could not ta#e ad+antage of this opportunity

Should sex education be taught in schools? I think that sex education should be taught in schools because its very informational, and it re ares students for reality! What is Sex Education?

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Sex education is the act of informing younger and adult generations about everything they need to #no+ about sex% Sex education is one of the most controversial issues in education, +hich has been floating on educational institutions since ages% Sex education is not just about sex% ;t includes other sensitive issues li#e sexual health, sexual reproduction, sexuality and others that parents often feel uncomfortable tal#ing +ith their children% Therefore, it becomes the responsibility of schools to address this issue, and inform and educate students about it as much as possible% Sex education, also #no+n as sexuality education or sex and relationships education, is a process of giving #no+ledge and forming attitudes and beliefs about sex, sexual identity, relationships and intimacy% ;t is a broad term that describes education on human anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights and responsibilities, abstinence, contraception and other aspects of human sexual behavior% Sex education is basically conducted to help youngsters and elders prevent themselves against abuse, exploitation, unintended pregnancies, sexually transmitted diseases and C;O and *;?S% Sex education is mainly provided by parents or caregivers, teachers, school programs and public health campaigns% ;deally, it should be given to #ids before they reach puberty and before they have developed established patterns of behavior% Sex education forms the basic foundation on the basis of +hich more complex #no+ledge can be build up over time% *part from offering various pros, sex education has its list of cons as +ell% <o through the article to #no+ the advantages and disadvantages of sex education% Sex education teaches many topics. Additional Facts / / / / 1/2 of mothers of sexually acti e teens still thin! that they are irgins. "#$ of schools ha e policies on sex education courses. %1$ of boys taught sex education are less li!ely to ha e sex before the age of 1& &#$ of girls taught sex ed are less li!ely to ha e sex before 1&.

Does it Inform, "re are, or #orce$ / %hat do you think does sex education inform students, or force them into uncomfortable situations$

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I ersonally think that sex education is very informative for students, because throughout homes in &merica these to ics of conversation vary from family to family! %hether theyre discussed or not' (here are no laws stating that sex ed! )&S to be taught in schools! (here are many ty es of sex ed! Classes, some arents or guardians may not want their children sub*ected to certain information! Some arents only want their kids to learn about abstinence only'

/ /

%hy eo le dont want it to be taught' / / / / / / / / / / / (he law (he differences in the class structures (heir religions' Its taught at a young age' (he regnancy, and S(D rate is increasing dramatically' (he +ne (rue #act is! +n both sides of the argument kids will learn about sex because its everywhere, so therefore these things are held res onsible (eenagers choose mostly choices that are bad for them, such as underage drinking, smoking "arents should be in charge of these decisions Gives kids the knowledge of what could ha en and what to do

Sex education if not being taught correctly! -ids are aying for it (hey have a right to know

%hat do they need to know$ (o rotect themselves from Sexual and Child &buse )uman develo ment and relationshi s Religious values S(D,s

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%hy it should be taught' / / / / Its informative' Its effective' (he structures of the classes themselves! Sexually transmitted diseases are increasing ra idly

%hat Islam is telling us $ &t the time of the ro het, .uslims men and women were never too shy to ask the ro het about all affairs, including such rivate affairs as sexual life, so as to know the teachings and rulings of their religion concerning them!

&s &isha, the wife of the ro het testified, /0lessed are the women of the &nsar! Shyness did not stand in their way seeking knowledge about their religion! 1 (ermi2i3! %hat should be taught$ %hat is right and what is wrong Its effective' Dont %ant them to 4earn (oo .uch at first roach

)ow to a

(eachers, can handle teaching, make scene "arents, dont de end on school!

Pros of sex education in schools: - 7lasses are "ender-exclusi'e This sa'es embarrassment amon" students and teach them only what they need to know based on their "ender - 0roperly tau"ht# sexual education could become a re"ular and on"oin" 8uman %natomy and 9iolo"y complete with tests and "radin" that "oes toward "raduation credits - Students can be tau"ht the correct terms of the reproducti'e system of sexually transmitted diseases and contraception birth instead of :street slan" : - 6yths surroundin" sex can be dispelled (for example# can not "et pre"nant the first time) - Studies show that many teena"ers become sexually acti'e before the inclusion of educational classes 0rinciples of inclusion of classes has been shown to help students stay or to abstain or at least be responsible if they are acti'e
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- 0roper education can ha'e an impact on the pre'ention of sexual problems in adulthood Cons of sex education in schools: - Students may still be sub$ect to embarrassment or excitable by sub$ect matter This can make for out of control classrooms if students take to lau"h or make inappropriate comments - 6ost education is tau"ht as a brief interlude in physical education or health class This is not enou"h time to relate effecti'ely to serious material - ;ften# sexual education can "o a"ainst moral or reli"ious beliefs of an indi'idual 6any schools do not teach abstinence-only# but to teach how to ha'e sex safely# while many of the reli"ious and family stress marria"e before intercourse - Sex education is often seen as a :recreational: course and not a serious issue (this is a direct correlation with the fact that there are no "rades or scores to be deri'ed from class) - Teachers are not always ade<uately trained to teach sexual education and may 'iolate their own beliefs or morals on the sub$ect rather than continuin" with the facts - The attitudes of parents# educators and reli"ious leaders in the community can make the stuff that 'ary from state to state or e'en school-to-school The advantages of sex education in schools is that theyPre getting first hand information from a trained and 5ualified instructor% *nother reason is that many #ids tend to get the +rong information and not getting the correct information and being lead to resources out there geared to help them out% The disadvantage is that it ta#es a+ay parentsP right to be able to explain to their children about sex and to ans+er any 5uestions they might have, but at the same time you have parents out here +ho are not comfortable tal#ing to their children about sex and ans+ering any 5uestions they have% 8arents shouldnt be afraid to tal# to their children about sex, but schools have a responsibility to tal# to their children at an appropriate age about sex, but it +ould be ideal for a health professional to tal# to them about it so they can #no+ +hat is out here and +hat they can do to protect themselves and educate themselves about all the ST?s and ho+ theyPre transmitted% ;tPs better to be educated by a 5ualified health professional than a parent that has little to no real #no+ledge at all%

Sex Education Advantages Sex education "oes a lon" way in teachin" students the correct knowled"e about their bodies# human reproducti'e system# sexually transmitted diseases# birth contracepti'es and pre"nancy pre'ention techni<ues %ppropriate sex education in schools has a "reat impact on pre'entin" sexual problems in adulthood %lso# it teaches students on what is ri"ht and what is wron"

Throu"h sex education# youn" people are able to communicate# listen# ne"otiate with others# ask for and identify sources of help and ad'ice when it comes to sexual relationships

Sex Education Disadvantages

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,t is belie'ed that little knowled"e is a dan"erous thin" 6ost sex education pro'ided to students is durin" physical education or health classes This brief interlude is not enou"h to teach students serious materials Sexual education# in many cases# "oes a"ainst an indi'idual4s morals and beliefs %lso# most schools do not teach =abstinence4 ,nstead# they focus on ha'in" safe intercourse# which many reli"ions and family 'alues ob$ect before marria"e Teachers appointed for the task are mostly untrained as to how should they "o about teachin" sex education to children %s a result# they end up addin" in their own morals and beliefs into the sub$ect matter# rather than focusin" on the facts 9y educatin" kids on sex at an early a"e# it pollutes their minds and enhances their curiosity# leadin" to try it out once or e'en forcin" someone to do it Sex education tau"ht in one school is not the same as that tau"ht in the other The attitudes of parents# educators or reli"ious leaders in different communities lead to 'ariations in the sub$ect matter bein" tau"ht in different countries# states and e'en schools !hile sex education usually takes place in sin"le-sex classrooms# students still suffer from embarrassment or can "et excited by the topic discussions This can result in out-ofcontrol classrooms with students takin" to "i""lin" and makin" inappropriate remarks ;ften# sex education in schools is considered as a recreational course rather than a serious sub$ect

Note:

Comprehensive sex education programs include discussions around : personal safety healthy relationships abstinence sexually transmitted diseases pregnancy birth Parenting sexual orientation EFFECTIVENE !F E" E#$C%TI!N P&!'&%( sho)n to increase young people*s levels of +no)ledge about sex and sexuality push bac+ the average age at )hich they first have sexual intercourse decrease ris+ )hen they do have sex focus on reducing specific ris+y behaviors provide accurate information about the ris+s associated )ith sexual activity, contraception and birth control, and sexual decision ma+ing dealing )ith peer pressures amongst young people exuality in the Post-(atriarchy
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In our symbolic relationship to the animal world, elephants can be seen as womens other cousins in ancient matriarchal traditions. A female elephant cannot be penetrated unless she grants access; she signals her readiness by urinating. Elephants are therefore not sexually ulnerable to the male li!e chimpan"ees are. According to paleontologists, modern woman e ol ed beyond the biological sexual ulnerability mar!ed by the isible red ul a and scent of her immediate cousin # the chimpan"ee female # that cannot say no to chimp male penetration when she is in estrus or o ulating. African educated elites are mista!en to assume to !now more about sexuality than the illiterate masses or traditional illagers, gi en the fact that age#appropriate sex education that is not only limited to religiosity, disease, pregnancy and abortion pre ention is not taught in the school curriculum. In contrast, the curriculum of group rituals of traditional illage bush schools too! on board sometimes $uite thorough sex education; often using clay ob%ects to demonstrate the act of sexual intercourse. In the puberty ritual of traditional &dembu society of 'ambia, older women manipulated and widened a girls sexual organs with fingers and inserted phallic ob%ects in her agina to teach her about sexual intercourse. In similar rituals, the traditional (asasi of southern )an"ania elongated the labia through massage and taught girls sexual mo ements to heighten sexual pleasure. )he )i of &igeria through scarification made arious concentric and hori"ontal patterns *named sexual desire+ on womens stomachs that they considered both cosmetic and also sex enhancing. In the marriage rituals of the Igbo of &igeria, wi es introduced newly weds to sexual intercourse in rites de ised for this purpose. )he Igbo do not appro e of sex before marriage. )raditionally, the Igbo used charms, waist beads and sil er or brass an!lets to beautify the otherwise na!ed unmarried maidens. )hese bright and shining adornments are seducti e in their tantali"ing %ingling and %angling musical sounds, but firmly signify denial of sexual access and e en !nowledge about sex before marriage. In contrast to the Igbo, in some societies the adolescent youth ha e !nowledge of sexual pleasure without penetrati e sex before marriage. )his is true of many East and ,entral African traditional societies such as the (buti of 'aire who are ery liberal about sex. -ome traditional cultures also teach their women how to prepare a fire in the bedroom or in the hearth and how to !eep it burning so that it ne er dies. In the religions of the indigenous .antu people of the ,ongo region, central and southern Africa, fire is seen as generati e energy and is thus associated with women, sexuality and the creation of culture. In fire#theft mythologies, fire is often stolen by a male or males from an old woman who originally owned it. In the nubility or marriage ritual of traditional societies such as the .emba of 'ambia, the Ila of central 'ambia and the (buti of 'aire, the last rites in ol e old women ma!ing the marriage fire for the bride or teaching her fire#ma!ing. /hen a marriage ends or if a wife dies, the new wife ma!es a new fire. In the same way that Igbo women of &igeria celebrate sexuality through singing stic!y mud songs and indulging in charged up fertility dancing during women#only sessions in marriage rituals, .emba women of 'ambia perform the women#only sessions by the ritual lighting of a marriage fire by old women twirling fire stic!s on the inside of their thighs, singing scratch, scratch songs.
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,n the past many ethnic "roups li'in" in the >ast ,n the past many ethnic "roups li'in" in the >ast and 7entral %frican re"ion had mechanisms tied to initiation ceremonies and circumcision# to re"ulate the stron" sexual desires of adolescents in their societies and inte"rate youth into the local :moral order: Sexuality and sexual de'elopment carried special reli"ious and mythic si"nificance for different reasons# e " the communities saw sex as a source of supreme pleasure# as a source of life and the ability of indi'iduals to reproduce themsel'es and the community to perpetuate itself ,ndeed# symbols and metaphors for fertility# a reflection of the deep seated desire to reproduce# permeate %frican cosmolo"ies of life

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