Free Sex Education: Contraception, Abortion And The Issue Of Qualified Adoption Case Study Sample

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Schools are now offering Sex Education as part of the academic curriculum in the goal of fostering awareness among the youth. In a survey initiated by the Center for Disease Control and Prevention it revealed that approximately 47% of the entire high school population has admitted to engaging in premarital sex with 15% having multiple partners during the course of their years in high school (National Conference for State Legislature, 2014). Given these alarming statistics, many are concerned about the effects of the lack of awareness about the consequences that premarital sex could bring among the youths. This paper is designed to address the common issues deliberated by both students and the community regarding the inclusive discussions in sex education curriculum.
The definition of the word sex varies depending on the context by which an individual uses the word. While the subject is still widely considered as a taboo in many cultures, people are being encouraged to take a more open view about sex if only to avoid the negative consequences of being too critical of it. The World Health Organization (WHO) define sex as the biological and physiological qualities that define men and women (World Health Organization, 2015). In the book entitled The Meanings of Sex Difference in the Middle Ages: Medicine, Science, and Culture, sex was defined as an act the involves the copulation of two organisms for the purpose of satisfying a carnal desire (Cadden, 1995, pp. 95-96). From these definition and awareness derived from the social source, sex is one that defines the biological structure and function of people, while still referring to the process of reproduction.
Over the years, the definition of sex has been revolutionized given the liberal ideologies that come with the industrial revolution. For example, prior to the middle ages sex was viewed as an act that should only be done for the purpose of procreation. Copulation, if enjoyed is viewed as a sign. This view of shaped by the Catholic Church, which is the most influential institution during this period (Morton, 2009). During the industrial revolution, another major development in the history took place. This period was referred as the sexual revolution or the period that marks the dawn of sexual liberation (Escoffier, 2003). This paved the way for a more liberal view of sex outside the traditional context. People became open to the discussion of homosexuality, polygamy, premarital sex, contraception and abortion (Allyn, 2000).
With these developments, different issues became relevant for certain groups. For example, women became very conscious about pregnancy. Options to terminate pregnancy have been the course for many women who do not want to assume the role of motherhood. This has been the concern of women more than men because they will bear the bigger responsibility of pregnancy than men being the one to go personally through the process. Men find the subject of contraception, the use of the condom and birth control funny because of how media has portrayed the use of these objects. With this being said, it emphasized the role that media play in shaping the society, more so in influencing the youth about the topics of pornography, prostitution, and premarital sex. The youth was made to romanticize the topic of sex. Media made the youths believe that engaging in sexual activities will bring no ill consequences. Instead, media lured the youth into believing that sex along with the other dimensions of the act.
The development of the perception of society regarding sexual orientation and gay movement has opened the minds of the students about the rights of the third sex towards qualified adoption, same-sex marriage, and physical intimacy. It allowed the youth to have a broader, more liberal perspective that gives them the capacity to view the subject of homosexuality in a less discriminating sense. This is elaborately explained by the Queer Theory explained in the textbook, giving due emphasis to the difference and the non-normative view of homosexuality as something odd and queer (Macionis and Gerber, 2010).
Finally, the boy and girls have a similar perception about abortion which is on an equal platform. This perception is largely influenced by the notion that consequence of sex is the responsibility of women have to carry the child and to shoulder the weight and burden of public scrutiny.

References

Allyn, D. (2000). Make Love, Not War: The Sexual Revolution: An Unfettered History. New York: Little, Brown and Company.
Cadden, J. (1995). The Meanings of Sex Difference in the Middle Ages: Medicine, Science, and Culture. Cambridge, England: Cambridge University Press.
Escoffier, J. (2003). Sexual Revolution. Philadelphia, Pennsylvania: Running Press.
Macionis, J., & Gerber, L. (1999). Sociology. Ontario: Pearson Education Canada.
Morton, D. (2009, April 20). Sex In The Middle Ages: 10 Titillating Facts You Wanted To Know But Were Afraid to Ask. Retrieved from Oddee: http://www.oddee.com/item_96646.aspx
National Conference for State Legislature. (2014, July 11). State Policies on Sex Education in Schools . Retrieved from National Conference for State Legislature: http://www.ncsl.org/research/health/state-policies-on-sex-education-in-schools.aspx
World Health Organization. (2015, January 19). Gender, women and health. Retrieved from World Health Organization Website: http://www.who.int/gender/whatisgender/en/