Sex Education Book

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10 Age-Appropriate Sex Education Books for Children
parenting.firstcry.com/articles/10-se…
Where can I find good sex education books?
Where can I find good sex education books?
Browse their comprehensive reading list to find sex education books designed to help parents broach the subject with kids of all ages. There are also a series of videos produced by Planned Parenthood to help moms and dads to present tricky conversations in an open and positive manner.
www.parents.com/kids/health/best-sex-edu…
Are there any problems with sex education in schools?
Are there any problems with sex education in schools?
The second problem is that schools are sexual spaces and teachers are sexual beings. So, anything the teacher says or does is in some way—at least indirectly—going to address her or his sexuality.
fivebooks.com/best-books/sex-education-jo…
Which is the best book for girls on menstruation?
Which is the best book for girls on menstruation?
Titled Menstrupedia: The Friendly Guide To Periods for Girls, this is a lovely book by Aditi Gupta and Tuhin Paul and explains menstruation to girls in a friendly manner. The book is a sex education book for girls from 9 years onwards. This book has beautiful illustrations that remind us of Panchatantra.
parenting.firstcry.com/articles/10-sex-educ…
https://www.parents.com/kids/health/best-sex-education-books-for-kids-by-age
Перевести · 15 Best Sex Education Books and Resources for Kids by Age Whether you're homeschooling or just want to be proactive about talking to your kids about sex, use these sex …
https://fivebooks.com/best-books/sex-education-jonathan-zimmerman
Перевести · Before we get to the books you’ve recommended, I wanted to ask about a comment you make in your own book, Too Hot to Handle: A Global History of Sex Education.In the introduction you write that ‘to Émile Durkheim, sex could never be reduced to a matter of health, science, or even knowledge’ and that your book is about the possibility he was right.
https://en.m.wikipedia.org/wiki/Sex_Education_(novel)
Перевести · Sex Education is a 1995 book by the American author Jenny Davis. It was written for readers in grades 9-12 and tells the story of two teens who, working together on a term project for their sex education …
https://sexedrescue.com/sex-education-books-for-kids-age-guide
Перевести · 25.08.2016 · Books on a whole range of topics from how babies are made, to sex to puberty to pornography! Books that will help parents and educators with talking to kids about sex and other things. And a common question that parents ask me, is which sex education books for kids are appropriate for their age child. So I have put together the best age ...
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The Sex Education Answer Book by Cath Hakanson
https://parenting.firstcry.com/articles/10-sex-education-books-for-kids-educate-them...
Перевести · 02.05.2019 · 10 Age-Appropriate Sex Education Books for Children 1. What’s Happening To My Body? This book by Lynda Madaras, who is a health educator, speaks about sensitive topics... 2. Just for Boys This book by Matt Crossick explains puberty in an easy and straightforward way, and clears the... 3. The Red ...
https://m.barnesandnoble.com/b/books/sexuality/sexual-education-human-sexuality/_/N...
Перевести · Explore our list of Sexual Education & Human Sexuality Books at Barnes & Noble®. Get your order fast and stress free with free curbside pickup.
https://www.goodreads.com/list/show/75135.Progressive_Sexuality_Education
Перевести · All Votes Add Books To This List. 1. Sex is a Funny Word: A Book about Bodies, Feelings, and YOU. by. Cory Silverberg (Goodreads Author) …
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Too Hot to Handle: A Global History of Sex Education
by Jonathan Zimmerman
Read
A one-size-fits-all approach to sex education cannot function in a globalised world, says professor of education and history, Jonathan Zimmerman. He picks the best books on sex education.
Too Hot to Handle: A Global History of Sex Education
by Jonathan Zimmerman
Read
Before we get to the books you’ve recommended, I wanted to ask about a comment you make in your own book, Too Hot to Handle: A Global History of Sex Education. In the introduction you write that ‘to Émile Durkheim, sex could never be reduced to a matter of health, science, or even knowledge’ and that your book is about the possibility he was right. Do you think sex is too mysterious to be taught in an empirical way?
I don’t think I’d go that far, but I would say that it’s impossible to teach it just in an empirical way and this was Durkheim’s point. He’s responding to progressive-era rationalism which says ‘sex is no different from any other subject, let’s just keep to the facts,’ and his insight was that this was a fool’s errand. He’s not against sex education, or teaching the facts. What he’s trying to underscore is that this is a subject that is inherently value-laden and inherently tied to our most profound communal commitments, so to pretend that we could find a value-free way of teaching it, or what you were calling an empirical way, is really a fool’s errand.
Could you outline the major problems teachers face when instructing students in sex education?
The first and most difficult problem for the teacher is that the teacher’s constituencies don’t agree about what sex education should be. Even in places like Sweden, that Americans often idealise as this kind of sexual utopia. You find Swedish teachers saying, in the sixties, ‘some parents want us to say a lot, other parents want us to say nothing, what do we do?’ So, that’s the first problem.
“The real story in education since the Second World War is that school became ubiquitous in the world.”
The second problem is that schools are sexual spaces and teachers are sexual beings. So, anything the teacher says or does is in some way—at least indirectly—going to address her or his sexuality. The point I make at the beginning of the book is that the real story in education since the Second World War is that school became ubiquitous in the world. This might not have been the century of the child, like Ellen Key wanted it to be, but it certainly was the century of the school. So if you look at when I was born, at the beginning of the sixties, about half of the children of the world entered a school; now it’s upwards of ninety-three, ninety-four percent. I think in two hundred, three hundred years that will be the dominant fact of our lifetimes. The other really important event people will look back on and say was the signal of our times was, of course, the women’s revolution. These two trends are consistent. The major reason that school became such a ubiquitous institution was that in earlier times only one gender went to them. That’s not the only reason—but it’s a major one. Girls flood into schools and one of the things that that does is make the school a sexual space, and you’ve got a teacher there and the natural question on the part of adolescents if the teacher starts talking about sex is ‘is this what you do? With whom?’ That’s implicit in the discussion.
This all seems to me connected to how far we think we can separate our minds from our bodies. It’s very Cartesian.
Absolutely. And let’s remember that just because all these kids are going to school—tens of thousands of kids who didn’t formally go to school—it doesn’t mean they’re in classes of seven with a trained teacher. In many parts of the world they’re in classes of seventy with a teacher who has barely more formal education than they do. We’ve got to remember that context. Even when schools become ubiquitous they’re radically underserved in some parts of the world.
I taught in Nepal in the early eighties and I had classes of seventy and eighty sometimes. How do we expect somebody who has barely more formal education than their charges, who has eighty or ninety such charges of different ages, to teach them sex education? It’s sisyphean!
Let’s talk about the first book on your list of sex education books, Spring Awakening. What’s the play about?
It’s about adolescent sexuality and it’s extremely explicit insofar as it addresses abortion, homosexuality, unwanted pregnancy, masturbation, and suicide. All these subjects come up in the play because the kids are awakening to their sexuality but they’re not given an education about it. One of the paradigmatic, or iconic, quotes from the book is when a kid in the play opens the encyclopaedia in his school to try to discover something about sex but there’s nothing in it. The kid says: what’s the use of a book that doesn’t tell you about the most important thing? So the play is really a plea for a kind of education to guide adolescents that need it.
The most important fact about Spring Awakening is that Wedekind wrote it in 1891 and it wasn’t produced in Berlin until 1906. That tells you volumes. The topics that he addressed were so controversial they couldn’t be put on stage. It took a decade and a half to even produce this play.
Contemporary responses to the play viewed it as pornographic. Why do you think conservative societies censor depictions of abuse with claims that they are titillating?
I think that comes down to disagreements about childhood sexuality itself. Keep in mind that right around the time Wedekind is writing his play there’s a psychiatrist in Vienna starting his own research and writing about childhood sexuality. The Freudian revolution at its heart starts with the assertion that all human beings, from birth—indeed, in utero—are sexual beings. But there’s no consensus on that claim, in Europe or anywhere.
If you don’t believe that kids are sexual and think that they shouldn’t be, it’s not a big jump to think that sexual information presented too early could both corrupt their minds and also make other evil people regard them as prematurely sexual.
This process by which conservative groups see any discussion of sexuality as pornographic clearly leads them to suppress discussions of sexuality, which in turn leads to abuses and confusions surrounding it.
I think that’s lessened in recent years. It’s lessened for a very stark historical reason, which is the AIDS epidemic. The AIDS epidemic changed everything, but especially the dialogue about Sex Education. Before AIDS, there were people who were against Sex Education and people who were for it. After AIDS, everyone became for it. They just became for different kinds of it. People who formerly had said ‘the school has no business touching this subject’ couldn’t say that any more. AIDS was just too omnipresent, too awful, too scary. So the likes of Philip Schlaffer and Jerry Falwell—the heroines and heroes of the New Right—became advocates of Sex Education. But, of course, they called it ‘abstinence education’. But ‘abstinence education’ includes discussions of sex, without a doubt, and that’s revolutionary in its own way.
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I think it’s fair to say that conservatives have backed off the idea that any sexual discussion is inherently corrupting. I’ll give you another example that I love. The summer before last there was a debate about abortion on the floor of congress and a Republican pro-lifer, himself a physician, got up to make a pro-life testament. He said ‘listen, I’m an obstretician and I can tell you that in utero I can see erections.’ I wrote a piece about this saying this guy just gave up the game. Because for a century conservatives had claimed that kids are not sexual beings, and he was actually acknowledging that they are. Of course, this was in the context of an anti-abortion screed. But it’s illustrative of a really important and under-appreciated change in the way Conservatives have regarded the subject: from something that’s taboo inherently and must be taboo, to something that must be addressed, albeit in a conservative way.
We should move on to the next book on your selection of sex education books, Margaret Mead and her Coming of Age in Samoa.
Mead is a hugely important figure in American letters. She’s one of these people who has always been an inspiration to me, because she had such wide interests and wrote in so many different places, I’ve never done a book project where she didn’t come up. She wrote so voluminously and so beautifully. She had the kind of influence most academicians can never imagine.
Mead was a student of Franz Boas, who’s really the founder of modern anthropology. Boas’s insight was that our differences are not biological, they’re cultural. Boas and Mead worked during the era of Jim Crow and Eugenics, when it was felt that people were inherently different biologically and that they were arrayed on a ladder with some of them being more developed and more superior than others. The great insight of cultural anthropology is that of course we’re different but we’re not different in our ‘blood’, we’re different in our mores, our habits, and our beliefs: in our culture.
Mead had grown up in the United States, in very well-to-do circumstances and she became interested in child development. She noticed that fifteen- and sixteen-year-old girls got really bitchy around their mums. She read American psychologists and sociologists saying ‘this is obviously natural: this is what happens to teenagers.’ You can read this today—that teenagers have hormonal surges and they get all surly and they don’t want to be around adults because they’re trying to differentiate themselves from them, find their own identity, etc. etc. Mead is rightly dubious about this and the reason she goes to Samoa is to test whether there is something inherent about adolescents that makes them surly and makes them especially anxious and worried about the subject we’re talking about, namely, sex. In Samoa she finds out that the answer is no, that none of these questions are particularly charged or anxiety-ridden.
I should emphasise that since Mead’s time a number of people have gone back and looked at her research and at Samoa itself and have decided that she was wrong about many of the particulars, that she idealised and mythologised some of these people, sometimes caricatured them. There were other parts of her research that were extremely weak, but for me that doesn’t change the radical nature of her insight. I understand that a lot of her scholarship probably wouldn’t pass muster today, but that goes for many people who wrote during her time. I think the larger philosophical manoeuvre was the idea she had of looking outside of ourselves rather than naturalising the way we look at the world and assuming it is the universal way, the normal way.
The other reason the book is important is that it begins a trend in the United States among people who are uncomfortable with our sexual order and sexual mores of trying to look outside and finding a place where they do it right. That move often does involve a certain degree of caricature and distortion. I trace an example of that in my book in the way Americans regard Sweden. By the time of the so-called sexual revolution, Sweden has essentially become a rorschach test for Americans. It’s not a place any more, it’s a kind of free-floating signifier that you can read anything onto. In the Left of course it’s this sexual utopia where, instead of worrying about this subject, they address it rationally and people are free, but they’re also safe etc. And of course for Republicans it’s a place of alcoholism and suicide. Both of these are distortions. But I think the Left’s distortion in some way traces back to this search for a sexual alternative that can teach Americans about the irrationality of their own ways.
Do you think even if there is an element of the imaginary that that’s helpful because then we have some polarity in the way we view our own culture?
Absolutely. It moves the ball forward in a way. It advances the discussion. I’m old fashioned enough to think anything that does that is salutary.
Shall we talk about Birgitta Linner’s Sex and Society in Sweden?
Yeah, speaking of romanticisation. This is one of these books that I’ve a strong feeling no one actually read. The preface by an American sex educator whose name was Lester Kirkendall underscores the real take-away message: despite all the curricular innovations in Sweden and its pioneering exploration of sex in schools (it’s the first country to require sex education and there’s a very elaborate curriculum), when you go into the schools and you talk to the students and the teachers you find out that a lot of them are either ignoring it or giving it very short shrift.
To this day, when you interview teachers and students in Sweden they say ‘well I know it’s in the curriculum, but we didn’t teach it, or we didn’t learn it, or we learned very little, or it was a joke, or we already knew it.’ And so it’s a remarkable book in its honesty but I don’t think that honesty is actually captured in many of the reactions to the book, precisely because so many people were so invested in seeing Sweden in their way.
How do you think we should react to this—do you think it’s helpful to keep viewing Sweden in this way as it’s a contrast?
At the end of the day, most historians are pretty rugged empiricists. So am I. I understand the impulse to distort Sweden, I understand the politics and the history of it. But, frankly, I think it’s profoundly unhelpful to do so, especially in our current moment. Because of this thing we call globalisation. Sweden itself has become a radically immigrant society. One of the caricatures I remember learning from my mother, who is—this is weird—herself a sex educator, is that Sweden had it easy because ‘they all descend from the same thousand Vikings’ or whatever. That wasn’t true, but it was very monochrome and almost everyone was Lutheran. Today there are about ten million people in Sweden, and we think that one million of them were born in another country. If we hold on to this myth of Sweden, we miss the absolutely critical recent developments.
Is it the case that sex education has led to smaller numbers of teenagers having babies, etc.?
Now we get into the question of effects, and I think the most spare answer is we really don’t know. There was a really interesting study done in 2009 of the three countries in Europe with the lowest rate of teenage pregnancy and—at the time, this may have changed—they were Swed
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