Values in Sexuality Education: A Philosophical Study Book

	List of Tables
	Preface
	Acknowledgments
	Introduction
Pt. 1	Review and Critique of the Literature's Philosophical Orientation on Values in Sexual Education	1
Ch. 1	Values and Sexuality Education in Historical Perspective	3
1.1	The Late 19th and Early 20th Centuries	3
1.2	The 1960s and Early 70s	7
1.3	From the 1970s to the Present	8
Ch. 2	The Crisis-Instrumental Paradigm and the Ethic of Value-Neutrality	15
2.1	The Assumptions of a Crisis-Instrumental Paradigm	15
2.2	The Consequences of a Crisis-Instrumental Paradigm	20
2.3	Values Clarification and the Idea that Values are Personal and Subjective	24
2.4	The Issue of Neutrality	26
Ch. 3	Sexual Education and Lawrence Kohlberg's Theory of Moral Development	31
3.1	Kohlberg's Theory of Cognitive-Moral Development	31
3.2	Kohlberg's Philosophy of Moral Values Education	34
3.3	Sexuality Education and Sexual Moral Development	35
3.4	Toward a More Relational Ethic	39
Pt. 2	Towards a More Holistic View of Sexual-Values Education	45
Ch. 4	Robert Kegan's Theory of Human Development	47
4.1	Jean Piaget and the Constructive-Developmental Approach	49
4.2	Erik Erikson and the Psycho-Social Approach	52
4.3	Meaning-Making as Foundational to Human Development	54
4.4	The Dialectical Tension Between Autonomy and Attachment	57
4.5	Imagery, Development, and Values	58
4.6	Development and the Cultures of Embeddedness	59
Ch. 5	Sexuality, Valuing, and the Cultures of Embeddedness in Kegan's Developmental Stages	63
5.1	Infancy and Early Childhood: The Incorporative and Impulsive Stages	63
5.2	Later Childhood and Adolescence: The Imperial and Interpersonal Stages	65
5.3	Adulthood: The Institutional and Interindividual Stages	68
Ch. 6	Educational Principles and Issues Arising	73
6.1	Teaching Values: The Creative Tension Between Receptivity and Confrontation	73
6.2	The Importance of Narrative and Storytelling for Sexual-Values Education	77
6.3	Sexual-Values Education as a Life-Long Process	83
	Conclusion	91
	Bibliography	95
	Index	109