Sex instruction should work by countering motives with motives, using fear, disgust, self-respect and desire for the regard of others against sexual carelessness¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1913 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The amorous emotion in its unsocial manifestations can be conquered by fear, disgust, self-respect and desire for the regard of others, so instruction should seize on any motive it encounters. → Cook 1913

Evidence¶

Cook 1913¶

Cook, W. A. (1913). The problem of sex education. The Journal of Educational Psychology, 4(5), 253-260. https://www.google.com/search?q=%22The+problem+of+sex+education%22+Cook+1913

q1 · i? · theoretical · r2

Theoretical argument in the 'Emotions vs. Emotions' section, where the author offers positive suggestions after noting his easiest task is telling how not to do it. He analogizes to a skillful principal decreasing cigarette use among boys without attacking the practice from the physiological side alone, and concludes any motive can be made to count.

"the amorous emotion (in its unsocial manifestations) can be conquered by fear, disgust, self-respect and desire for the regard of others."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

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