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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 |
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Add Values in Sexuality Education: A Philosophical Study, This book challenges the perception that sexuality educators ought to remain value-neutral and that sexual-values education is an object in the school designed to solve sexual-moral problems. Contents: List of Tables; Preface; Acknowledgments; Introductio, Values in Sexuality Education: A Philosophical Study to the inventory that you are selling on WonderClubX
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Add Values in Sexuality Education: A Philosophical Study, This book challenges the perception that sexuality educators ought to remain value-neutral and that sexual-values education is an object in the school designed to solve sexual-moral problems. Contents: List of Tables; Preface; Acknowledgments; Introductio, Values in Sexuality Education: A Philosophical Study to your collection on WonderClub |