Imparting simple facts of sex is insufficient; instruction must be given in a vital, dynamic way by teachers who understand childhood and youth¶

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? Facts of sex must be given in a vital, dynamic way, because hygienic instruction that merely imparts facts has failed to change behavior such as tea, coffee, beer or tobacco use. → 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 'A Second Requirement' section. The author cites the failure of hygienic instruction to affect the tea, coffee, beer and tobacco markets as evidence that mere factual teaching does not shape later life, and draws on general pedagogy's question of how teaching affects the pupil's later life.

"It is therefore not enough that simple facts of sex shall be imparted, but these facts must be given in a vital, dynamic way."

Discussion¶

Related Claims¶

• Attempts to strip sex instruction of all feeling are doomed to failure, because emotion is more basic than information in determining ethical living — possibly the same claim (merge candidate)
• An indirect, gradual nature-study approach to sex instruction is superfluous and may arouse pupils' suspicions rather than disarm them — related
• Youth reported positive perceived impacts on healthy relationships (77 percent) and on self-regulation and decision-making (62–66 percent) — related