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Why A Course in Human Sexuality?. Cross-Cultural Comparisons Historical Perspectives Sex As A Science Scientific Methodology Sexuality Education Today. Sex can be a source of great physical and emotional pleasure, enhancing our sense of health and well being.

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Why A Course in Human Sexuality?

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Why A Course in Human Sexuality?

Cross-Cultural Comparisons

Historical Perspectives

Sex As A Science

Scientific Methodology

Sexuality Education Today


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  • Sex can be a source of great physical and emotional pleasure, enhancing our sense of health and well being.

  • It can relieve tensions and anxieties.

  • It is also the vehicle through which couples can express their affection for one another.


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  • Knowing about their bodies and understanding their feelings and emotions can help people achieve this.

  • No part of our bodies should be shrouded in mystery.

  • Understanding our partners’ bodies will help in verbal and nonverbal communication and prevent unnecessary problems.


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Sexual Attractiveness

  • What is considered to be sexually attractive can also change over time.

  • Plump women, for example, were also considered to be very attractive in Western cultures a few centuries ago.

  • If you do not believe this, just look at some famous paintings of nude women that were done 200 or 300 years ago.


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  • It is obvious from the lack of universal standards that attitudes about the human body, and what is considered to be sexually attractive, are culturally learned responses.


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Sexual Attitudes and Behaviors

  • Anthropologists believe that the most sexually permissive group of people in the world are the Mangaians, who live on the Cook Islands in the South Pacific.

  • Mangaian adolescents are encouraged to have sex with many partners and engage in all types of sexual activities, including different positions of intercourse, oral-genital sex, anal sex, and axillary sex, but they are expected to be monogamous in adulthood.


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  • The most sexually repressed society in the world are believed to live on an island off the coast of Ireland. Any mention of sex is taboo, so that children are never told about things like menstruation and pregnancy, which are greatly feared.


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Cultural Diversity within the United States

  • An example of cultural differences in sexual behavior in the U.S. is found when we examine oral-genital sexual relations. This has been a very common behavior among white middle class Americans for at least 50 years. Today it is common among Latino, but is only practiced by a minority of African Americans, with Asian Americans in between.


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Judaism

  • The Hebrews recognized that the primary purpose of sex was for procreation. Celibacy was looked upon as neglect of one’s obligations and was regarded as sinful.

  • Sons were especially valued because of their dual roles as providers and defenders. In the strongly patriarchal Hebrew society, daughters and wives were regarded as property, and there were many rules to guarantee that material property was passed on to legitimate offspring.


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  • Mutual sexual pleasure was very important to Hebrew couples—a gift from God.

  • The ancient Hebrew did not distinguish between physical and spiritual love.


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The Greeks and Romans

  • Procreation was viewed as the primary purpose of marital sex. Greek and Roman men were allowed considerable sexual freedom outside marriage.

  • In Greece, sexual relations between men and adolescent boys in a teacher-student relationship were not only tolerated but were encouraged as part of the boy’s intellectual, emotional, and moral development.


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  • Greek women were viewed as second-class citizens, bearers of children with little or no legal status.

  • The Greeks idealized the human body and physical beauty, but in the latter part of the Greek era there was a strong emphasis on spiritual development and a denial of physical pleasures. The basis for this change was dualism, the belief that body and soul are separate. Dualism gave rise to an ascetic philosophy, which taught that from wisdom came virtue, and that these could only be achieved by avoiding strong passions.


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Christianity

  • The views of the early Christians regarding sex were partly the result of an attempt to keep order.

  • Although the New Testament allowed bishops and deacons to have wives, celibacy became an official part of the Catholic Church with a decree by Gregory VII in 1074.

  • Augustine’s beliefs were systematized by Saint Thomas Aquinas and became doctrine in 1563. Any sexual behavior that was done for pleasure and excluded the possibility of procreation was considered lust and a sin against nature.


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  • The Catholic Church’s view that the only reason married couples should engage in sex is for procreation was confirmed by Pope John Paul II as recently as 1993.

  • In the 16th century, Martin Luther and John Calvin organized revolts against the Catholic Church.

  • Some of their followers later came to be known as Puritans.

  • The Reformation movement, as it was called, included opposition to celibacy.


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  • The Puritans had a positive view of sex within marriage, and this attitude was brought to the New World with them. The Puritans proved their worthiness of going to heaven, not by denying the pleasurable aspects of marital sex but by living frugal and industrious lives.


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Victorianism

  • The 19th century is often referred to as the Victorian era, after Queen Victoria, who reigned in England for most of the century. It was an era of public prudery and purity.

  • Influenced by conservative reform ideals of the British Evangelicals in the late 1700s and early 1800s, the Victorians came to view women as asexual and as innocent as children.


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  • Men were viewed as the ones responsible for lust. According to Victorian moralists, a woman’s place was in the home, and wives engaged in sex only to perform their “wifely duties.”

  • Although Queen Victoria died in 1901, the Victorian era of repressed sexuality continued well into the 20th century.


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The Sexual Revolution

  • With the introduction of penicillin in 1940, people worried less about sexually transmitted diseases such as syphilis and gonorrhea. If they got these diseases, they could now be cured.

  • In 1960, the birth control pill and the IUD became available, so that having sexual intercourse could be spontaneous and people did not have to worry about unwanted pregnancies.


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  • The sexual revolution continued unabated in the 1960s and 1970s, but the 1980s saw the emergence of HIV and AIDS as a worldwide life-threatening disease.

  • The percentage of college students who had engaged in sexual intercourse did not decline during the 1980s, and may have even increased. By the mid-1990s more and more people were becoming aware that the virus leading to AIDS could be spread during heterosexual intercourse.


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  • Compared to past generations, behaviorally our society is still permissive, but many people still do not have a positive attitude about their own sexuality. Many of the negative attitudes of the early Christian church and the Victorian era are still with us.


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Sex As A Science

  • Until the last few centuries, religion was the primary influence in intellectual endeavors. The rise of science was slow and was met with much resistance.


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Sigmund Freud

  • Sigmund Freud, perhaps more than anyone else, is responsible for demonstrating the influence of sexuality in human life.


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Henry Havelock Ellis

  • Ellis was particularly important for his emphasis on the wide range of human sexual behaviors and for his belief that behaviors such as masturbation and homosexuality should be considered normal. His tolerant view of sexuality was in marked contrast to that of the Victorian moralists and was a major influence on researchers for several generations.


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Alfred C. Kinsey

  • Kinsey’s work opened the door to a whole new field of research, but this did not come without a price. His findings that most people masturbated, that many people engaged in oral-genital sex, that women could have multiple orgasms, and that many men had a homosexual experience shocked many people. He was accused of being antifamily and amoral.


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Masters and Johnson

  • Masters and Johnson’s techniques were described in their 1970 book Human Sexual Inadequacy. The behavioral approach to treating sexual disorders, based on Masters and Johnson’s work, has helped thousands of people to overcome sexual problems, thus improving their sexual relations and their overall satisfaction with life. William Masters died in 2001.


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Surveys and Samples

  • Survey- A study of people’s attitudes, opinions, or behaviors. Responses are usually obtained either in a face-to-face interview or on a paper-and-pencil questionnaire.

  • Population- The complete set of observations about which a researcher wishes to draw conclusions.


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  • Sample- A subset of a population of subjects.

  • Random sample- A sample in which observations are drawn so that all other possible samples of the same size have an equal chance of being selected.

  • Stratified random sample- A sample in which subgroups are randomly selected in the same proportion as they exist in the population. Thus the sample is representative of the target population.


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  • With regard to sex surveys, two problems are particularly troublesome. Some people may exaggerate their sexual experiences, while others may try to hide certain aspects of their sexuality.


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Correlation

  • Correlation- A mathematical measure of the degree of relationship between two variables.

  • Direct observation- Observing and recording the activity of subjects as they conduct their activities.


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Direct Observation

  • For Masters and Johnson, the advantage of observing behavior in the lab was that they could make close observations and also take measures with electrophysiological recording equipment. However, the same limitations apply here as with the previous methods.

  • Were the people Masters and Johnson studied affected by the fact that they knew they were being observed.


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Case Studies

  • Case studies may gather information from questionnaires, interviews with other persons, and even public records, but most of what they learn usually comes from face-to-face interviews conducted over a long period of time.


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Experimental Research

  • In the approach of the experimental method, the researcher systematically manipulates some variable, called an independent variable, while keeping all other variables the same. The variable that is measured is called the dependent variable.

  • One group receives the experimental treatment and the other does not. If there is any difference between groups in the dependent variable, we can conclude that it was caused by manipulating the independent variable.


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  • Case studies- An in-depth study of an individual.

  • Observer bias- The prejudicing of observations and conclusions by the observer’s own belief system.

  • Experimental method- A study in which an investigator attempts to establish a cause-and-effect relationship by manipulating a variable of interest (the independent variable) while keeping all other factors the same.


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Sexuality Education Today

  • On one side of the debate are those who wish to guide their children toward their own view of the world and who regard sexuality education as the exclusive right of the family. This group is guided by the belief that there has been a decline in morals within our society and that only a narrow set of sexual behaviors is normal and moral. They tend to view sexual diversity as part of the problem of moral decline, and their ideology with regard to sex education is to restrict the curriculum.


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  • One the other hand some people believe that children should be exposed to a wide variety of beliefs so that they can make their own choices as to what is best for them. Furthermore, they generally believe that it is the duty of the state to impose this education for the “public good.”

  • At the heart of this debate is the central issue of the purpose or goal of sexuality education.

  • Most educators who favor a comprehensive curriculum believe that “sex education should reduce teenage pregnancy and help prevent transmission of HIV and other causes of sexually transmitted diseases.


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  • A review of sexuality education programs done for the World Health Organization concluded that the programs did not increase sexual experimentation or activity, and that they often resulted in teens postponing sexual intercourse and/or initiating safer sex practices.

  • The government emphasized the “ABC strategy”—“abstinence, be faithful to one partner, or use condoms.”


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