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Sexual Education Compare Contrast Sexuality Education Social Essay
Sexual Education
Compare contrast
Sexuality education
Social learning theory views education as an inculcation in social norms. Sexuality education requires the individual to learn the biological mechanics of sexuality, but also to understand the social assumptions connected to this facet of human life. Sexuality is not acquired instinctively, even though puberty is a biological phenomenon all adolescents experience. Sexuality is also about acquiring social norms and knowledge. Learning never takes place in isolation. Sexual norms are not learned simply through formal sex education, but also from peers and the media. However, sexual education must strive to counteract misinformation and negative stereotypes, empowering students with facts. Sexual education in the classroom must counteract some of the negative misinformation students will learn, and better equip them to make intelligent decisions.
Because a principle of social learning theory is that it takes place all of the time, adult role models are important for young people. "Modeling positive and healthy sexuality-related behavior to youth is extremely important" (Social learning theory, 2009, National Center for Adolescent Pregnancy Prevention). If adults are able to address sexuality in an open and forthright manner, so will teens. They must embody the values of respect and dignity they wish teens to emulate. Finally, "the theory suggests there are three steps to learning: knowledge, motivation and self-efficacy" (Social learning theory, 2009, National Center for Adolescent Pregnancy Prevention). After learning from others and feeling motivated because of the positive feelings teens receive from their knowledge, teen learners are able…
Sample Source(s) Used
References
Cherry, Kendra. (2011). Moral development. Retrieved:
http://psychology.about.com/od/developmentalpsychology/a/kohlberg.htm
Social learning theory. (2009). National Center for Adolescent Pregnancy Prevention.
Retrieved: http://www.etr.org/recapp/index.cfm?fuseaction=pages.TheoriesDetail&PageID=385
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