Why Pornography Should Be Introduced and Critiqued In Sex Education Programming At All School Levels

The phrase love that dare not speak it’s name was coined by Lord Alfred Douglas. It first appeared in his poem, “Two Loves,” printed (in the Chameleon) in 1896. It’s a reference to homosexual love, in Lord Alfred’s case, of Oscar Wilde, who was subsequently charged with gross indecency. Homosexuality was a criminal offense in England and just about everywhere else in the 19th century. Today, there is another sexual outlet not so much forbidden as not addressed in polite or other society – a new form of love the name of which sex educators dare not speak: pornography.

This is most unfortunate: a new study suggests that while parents may not be aware of the fact, pornography is the leading sex educator of the young. Alas, the porn industry has no interest in serving a sex education function and certainly does not do so, at least not in a positive, constructive or healthy fashion.

Porn is pervasive, particularly where it is most highly censored. China, for example, is the world’s leading consumer of porn. Jerry Ropelato, author of “Internet Pornography Statistics” at the research website Top Ten Reviews, notes that $3,075.64 is spent on pornography every second of every day. In this one-second period, 28,258 internet users are viewing pornography and 372 internet users are typing adult search terms into search engines. Two of the top twenty search terms are teen sex and teen porn. The pornography industry has larger revenues than Microsoft, Google, Amazon, eBay, Yahoo, Apple and Netflix combined. Data from 2006 reported worldwide pornography revenues at $97.06 billion.

Australian researchers David Corlett and Maree Crabbe filmed 140 interviews with young people in what was called “The Reality and Risk Research Project.” They discovered that teens are increasingly turning to the net for sex education. (Source: Denise Ryan, “Teachers urged to address porn factor,” The Australian Age, February 13, 2012.) Porn sex education exerts a destructive influence in the lives of the young. One of the investigators said, “Every young person we interviewed told us that pornography is a significant part of youth culture and particularly of young men’s lives.” She added, “Pornography has become harder, rougher, more hardcore.”

Porn, as you might expect, does not commonly offer instruction in matters relevant to conventional sex education (e.g., the nature of contraception, the prevention of pregnancy and sexually transmitted infections, the value of intimacy, principles of effective relationships). On the contrary, what it inadvertently communicates to young men, according to “The Project” research group, is reckless, coercive and abusive treatment of women. There is an absence of realistic perspectives and a dearth of respectful treatment of sexual partners. In addition, sexual practices of an unsafe nature are commonplace. While informed adults may have the maturity to manage such depictions, teens with little or, more often, no sexual experience clearly do not.

Since parents usually cannot keep porn from being accessed one way or another or one time or other by their children, the more likely best strategy is to include porn awareness in sex ed instruction. This is the focus of efforts by “The Project” team. Several grants have provided the resources to prepare and test programs for use in training sex education teachers for varied school grade levels. While teachers need skills to address this issue, teens need exposure to effective critiques of pornography’s representations of gender and sex. Among the objectives of the Project team is to develop teaching materials that present diverse scenarios for classroom discussions that will enable young adults to distinguish between what they see depicted in porn and reality.

The overwhelming majority of parents believe their child has never seen pornography. However, a 2003 Australia Institute investigation citied in the Australian Age article cited above reported that 84 per cent of boys and 60 per cent of girls had access to sex sites on the internet. A 2006 Australian study of youths aged 13 to 16 found that 92 per cent of boys and 61 per cent of girls had been exposed to pornography online.

Of course, Republicans in this country might favor a simpler solution: Pass new laws banning pornography or otherwise make it nearly impossible for young people to gain access to it. Given the widespread availability of social media of all kinds in the wired culture of our age, a reliance on censorship does not seem promising (not to dwell on the consistency of such a Draconian tactic with that troublesome First Amendment in America). Good luck cutting off porn – shy of creating a police state. Better sex education is cheaper and quicker, more likely and better suited to personal liberties and sound education.

Everyone, including the young, needs a broad set of knowledge and critical thinking skills to reject a sexuality that eroticises degradation and violence, glorifies unrealistic body types (particularly large breasts and out-sized penises) and undermines relationship elements founded on respect, courtesy and the common decencies.

It is hard enough in the current climate of Right Wing evangelical Republican culture war wedge politics to gain acceptance for sex ed of any kind, let alone adding porn assessment to the mix. If a school board or individual educator in this country tried to address pornography, he or she would be cited by Santorum, Romney or Gingrich as an example of what’s wrong with Obamacare. Try dealing with this crisis only if willing to deal with a firestorm of controversy from the Right.

Yet, all evidence and the lessons from Prohibition and the Comstock era suggest that ignoring or trying to repress the pervasiveness of pornography as it affects youthful sexual expectations and behavior is pernicious and irresponsible.

In my view, we need to make clear as part of sex ed that porn has nothing to do with love. We dare not NOT speak its name – and dare NOT ignore the reality of pornography’s dreadful influence on the sexual miseducation of the young. If this upsets Republicans, well, that’s just too bad. If they had enjoyed better sex education, they might be more sensible about such things – and probably less interested in porn, as well.

Be weller than well, give ’em hell and try always to look on the bright side of life.

Gender and HIV-AIDS – Impact on Education System

HIV/AIDS is as the bubonic plague of our time. Though HIV/AIDS is a talking point on street corners, many people still are not informed scrupulously what HIV/AIDS absolutely means. They are not informed how to keep safe themselves as well. In this regard gender literacy may play an important role to make aware of HIV/AIDS.

Mainstreaming gender touches on the statute, norms, customs and practices thoroughly as the stepping stone to sustainable development. Gender equality defines equality of treatment under the rule and neutrality of opportunity for females and males. An essential fact is that women are always struggling against both a virus and structured discrimination in trying to conquer the threat of HIV/AIDS especially in the developing country.

Women should be made campaign for their fundamental rights. Women living with HIV/AIDS have to be able to develop their inner beings and life skills that they may raise their voices in the face of a huge number of impediments. It results in that they have the courage to face a number of situations which raise the danger of HIV infectivity by way of existing gender discrimination.

HIV/AIDS increases acute threats to the education system over the years. It affects the education programs and projects comprehensively. The principle of present national curriculum has to highlight the learning need issues linked to the HIV/AIDS epidemic prevention, such as general health awareness, safe sex practices, coping with illness and death in the family, lessening discrimination towards people living with HIV/AIDS and enhancing life skills. Consequently it has an integrated impact on ministries, departments, agencies, and policy makers liable for proper scheduling and allocation of education resources and services.

The Ministry of Education has to have a great inclination to take a number of initiatives to prevent HIV/AIDS from spreading with the help of NGOs to ensure community people’s participation. In this case some NGOs are already conducting various programs to achieve ‘goal number 6’ of MDG which includes one target related to HIV/AIDS, namely to have halted the epidemic by 2015 and begun to reverse its spread. For example Rainbow Nari O Shishu Kallyan Foundation is a non government organization conducting some HIV/AIDS related program. Rainbow Nari O Shishu Kallyan Foundation has identified its various advocacy issues through participatory procedure giving main concern to RTI/STD management (including prevention of HIV/AIDS), training, sex education and connected adolescent reproductive health initiatives, qualitative health and related behavioral research, gender-based violence as well as male participation in reproductive rights and gender equity. The aim of these activities is to achieve a HIV/AIDS free Bangladesh.

This is the time for Bangladesh to take strong initiatives to provide HIV/AIDS and sex related education in the school context. Because many people are still traditional, thinking sexuality is a private matter, they hesitate to talk about it and young people have not sufficient knowledge about HIV/AIDS.

Health Education Certification Available Online

Personal health has become a high priority in today’s society for multiple reasons. Achieving overall health has a positive impact on the life of an individual. Online schools offer the chance to become certified as a health educator through a number of degrees. These degree programs teach students how to educate and promote health in all areas that relate to a person’s body.

In general, health educators give awareness and provide options on how to improve on health related issues. These issues include tobacco prevention, AIDS, disease, teenage pregnancy, childbirth, exercise, diet, and more. The process of schooling enables a student to handle the intricacies of physical health and overcome the challenges of promoting awareness to communities. The foundation of education is biology, health communication, human development, public health, and psychology of health. Through this foundation students will apply practical and real world experience to step into the profession confidently.

Students have many options when it comes to deciding on a learning program. Gaining a certificate in the field is possible, but most students and professionals earn a degree. Putting the work into obtaining a degree benefits students by opening more career options and widening their knowledge. The highest level of education for a student to enter is the PhD level. Students should determine what area of the industry they want to work in. This decision helps when it comes time to choose a degree program to enroll in. Each level of education provides a different level of career preparation. For example, working within the private sector or conducting research in the field requires a master’s degree or a PhD. Choosing the correct education path is essential to reach personal career goals.

An associate’s degree is generally a two-year degree that quickly launches students into the industry. This level of degree is highly effective when a student wants to enter a full-time job as a health educator in clinical, corporate, or community settings. Associate programs provide initial science knowledge that can be applied to entry-level careers or further education at a later time. Topics introduced include how to develop a fitness program, sex education, drug education, and nutrition. To enter an associate’s degree students need to have a high school diploma and at least a 2.0 grade point average in math and science.

To enter a wider choice of careers a bachelor’s degree program supplies a more in depth and rigorous education experience. Specialized training begins at this level of education. Specific course subjects include health theory, computer technology, and leadership. Understanding existing trends in health and diet along with the best health practices are at the top of the list for must have knowledge upon graduation. This information is gained through studying the most pressing health concerns, causation factors of current issues, and following through on solutions. Continuing education to become a health educator is for students who want to work in the top careers of the industry.

Enter a fast growing field and work with people to improve their lives by educating them about important health issues. The occupation growth is estimated to rise 26 percent over the next six years. This projected increase from the Bureau of Labor Statistics shows that no matter what level of education a student decides to complete a career is obtainable. Choose an accredited program today and work towards becoming certified as a health educator.

DISCLAIMER: Above is a GENERIC OUTLINE and may or may not depict precise methods, courses and/or focuses related to ANY ONE specific school(s) that may or may not be advertised at PETAP.org.

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