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How Should We Teach Sex?

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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How Should We Teach Sex? / Archard, David.
In: Journal of Philosophy of Education, Vol. 321, No. 3, 11.1998, p. 437-450.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Archard, D 1998, 'How Should We Teach Sex?', Journal of Philosophy of Education, vol. 321, no. 3, pp. 437-450. https://doi.org/10.1111/1467-9752.00107

APA

Archard, D. (1998). How Should We Teach Sex? Journal of Philosophy of Education, 321(3), 437-450. https://doi.org/10.1111/1467-9752.00107

Vancouver

Archard D. How Should We Teach Sex? Journal of Philosophy of Education. 1998 Nov;321(3):437-450. doi: 10.1111/1467-9752.00107

Author

Archard, David. / How Should We Teach Sex?. In: Journal of Philosophy of Education. 1998 ; Vol. 321, No. 3. pp. 437-450.

Bibtex

@article{630a8d0d4a8344a7bc60f46a096d056a,
title = "How Should We Teach Sex?",
abstract = "In the face of differences about how sex should be taught to young persons, and consistent with a liberal principle of neutrality, educationalists can adopt one of two strategies. The {\textquoteleft}retreat to basics{\textquoteright} consists in teaching only a basic agreed code of sexual conduct, or a set of agreed principles of sexual morality. The {\textquoteleft}conjunctive–disjunctive{\textquoteright} strategy consists in teaching the facts of sexual activity together with the various possible evaluations of these facts. Both strategies are beset with significant and insuperable difficulties. Perhaps one should presume only to teach sex in a way that maximises the foundational liberal ideal of autonomy.",
author = "David Archard",
year = "1998",
month = nov,
doi = "10.1111/1467-9752.00107",
language = "English",
volume = "321",
pages = "437--450",
journal = "Journal of Philosophy of Education",
issn = "1467-9752",
publisher = "Wiley-Blackwell",
number = "3",

}

RIS

TY - JOUR

T1 - How Should We Teach Sex?

AU - Archard, David

PY - 1998/11

Y1 - 1998/11

N2 - In the face of differences about how sex should be taught to young persons, and consistent with a liberal principle of neutrality, educationalists can adopt one of two strategies. The ‘retreat to basics’ consists in teaching only a basic agreed code of sexual conduct, or a set of agreed principles of sexual morality. The ‘conjunctive–disjunctive’ strategy consists in teaching the facts of sexual activity together with the various possible evaluations of these facts. Both strategies are beset with significant and insuperable difficulties. Perhaps one should presume only to teach sex in a way that maximises the foundational liberal ideal of autonomy.

AB - In the face of differences about how sex should be taught to young persons, and consistent with a liberal principle of neutrality, educationalists can adopt one of two strategies. The ‘retreat to basics’ consists in teaching only a basic agreed code of sexual conduct, or a set of agreed principles of sexual morality. The ‘conjunctive–disjunctive’ strategy consists in teaching the facts of sexual activity together with the various possible evaluations of these facts. Both strategies are beset with significant and insuperable difficulties. Perhaps one should presume only to teach sex in a way that maximises the foundational liberal ideal of autonomy.

U2 - 10.1111/1467-9752.00107

DO - 10.1111/1467-9752.00107

M3 - Journal article

VL - 321

SP - 437

EP - 450

JO - Journal of Philosophy of Education

JF - Journal of Philosophy of Education

SN - 1467-9752

IS - 3

ER -