>>Я наблюдаю оголтелую пропагандистскую кампанию против семьи все 7 лет, которые живу в США. Она ведется во всех государственных идеологических аппаратах, от школ, до ТВ и репрессивных органов. Школы подучивают звонить в полицию если родители до тебя дотронутся и пропагандируют секс вне брака, раздавая презервативы даже первоклашкам.
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>Бесстыдная наглая ложь.
Наглость - второе счастье.
"Elders served only 15 months as Surgeon General under President Clinton after advocating widespread sexual education among elementary school children and condom distribution." http://www.e3mil.com/vm/index.asp?vm_id=22&art_id=7386
>>Этот "неосознанный протест" людей против самих себя - плод оголтелой целенаправленой пропагандистской кампании всей мощи буржуйского агитпропа. Это Вам подтвердит любой, сколько-нибудь долго проживший на западе.
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>Я в полтора раза дольше вас живу здесь и НЕ подтверждаю ваших слов.
Плевать.
>Вы как штатный сотрудник какого-то пропагандистского ведомства. Пользуетесь всеми приемами геббельсовской пропаганды: врете, преувеличиваете, передергиваете, выхолащиваете, тенденциозно освещаете и не останавливаетесь ни перед чем. Все, что вы пишете, - ложь, ложь, ложь, хотя вы и выдергиваете какие-то действительно существующие факты.
Подите попейте водички, успокойтесь, протрите монитор и читайте дальше:
" Moreover, unlike homes, schools do not burden children with moral strictures. As Wilson explains, schools can resolve the "conflict between morality and reality" by offering unbiased statements of fact.
...
A fourth and defining tenet is that sex education must begin in the earliest grades. Like math or reading,
...
Family Life
Rutgers University Press seized the opportunity. With a growing number of states adopting comprehensive-sex-education mandates, and with the 595 school districts of New Jersey seeking to meet their state mandate, the market for a sex primer looked promising. The press set out to fill that market niche. It assembled a small, sympathetic advisory panel, including Susan Wilson, and then hired Barbara Sprung, an independent consultant from New York City, to write its pathbreaking sex-education text.
A graduate of Sarah Lawrence and the Bank Street College of Education, Barbara Sprung spent eight years as an elementary school teacher before she embarked on a second career as a diversity-education specialist. During the 1970s and the 1980s, working first for a feminist organization and then for her own organization, Educational Equity Concepts, Sprung produced books, teachers' guides, and other materials based on a "nonsexist, multicultural, disability-sensitive, early childhood approach." The Rutgers project was her first venture into sex education.
With her advisers, she came up with Learning About Family Life, a "textbook package" described in the Rutgers University Press marketing brochure as a "pioneering" approach to family-life education for schoolchildren in kindergarten through third grade. The textbook also carries a pioneering price tag--$250 a package. As befits a fundamental text, the curriculum sets forth its guiding principles: "Sexuality is a part of daily living, as essential to normal functioning as mathematics and reading." And as befits a primer, it offers the sex basics. Here is a representative sampling:
On female genitalia: "The vulva is the area enclosing three parts: a vagina, the opening you urinate from, and a clitoris. . . . Clitoris is a small sensitive part that only girls have, and it sometimes makes you feel good."
On sexual intercourse: "To have sex, the man and woman lie very close to each other so that their bodies are touching. Usually it happens in bed, and they don't have any clothes on. Together the woman and man place the man's penis inside the woman's vagina, and while they are loving each other, many sperm come from the testicles into the man's penis. After a while, the sperm come through the little hole at the end of the man's penis, and they swim up the vagina and meet the egg in the fallopian tube."
On masturbation: "Grown-ups sometimes forget to tell children that touching can also give people pleasure, especially when someone you love touches you. And you can give yourself pleasure, too, and that's okay. When you touch your own genitals, it's called masturbating."
On sex: "When you are older, you can decide if you want to have sex. Most people do, because they like it and it's a very important way of showing that we love someone."
These sex facts are presented in a particularly captivating form. Unlike standard sex-education curricula, which are about as exciting to read as an IRS Form 1040, Learning About Family Life tells a story. The text follows a fictional class of primary school children and their teachers, Ms. Ruiz and Mr. Martin, as they experience a series of family events during the course of the school year. The teachers and children are characters in a continuing saga, full of drama and incident. Primary school teachers tell Sprung that children eagerly ask, "When are we going to talk about those kids in Class 203 again?" Little wonder. This is sex education packaged as Sesame Street.
Like Sesame Street, Learning About Family Life deals with the social and family issues of the day. During the year Classroom 203 encounters the following events: Ms. Ruiz's pregnancy and childbirth, the death of Mr. Martin's father, the drug arrest of Martine's cousin, the birth of a child to Joseph's teenage sister, the arrival of Natan's grandmother from Russia, Sarah's trip to see her divorced father, and the visit of Seth's HIV-infected uncle. These events and others, presented in forty-three vignettes, provide an occasion for straight talk about genitalia, sexual intercourse, pregnancy and childbirth, HIV and AIDS, masturbation, sexual abuse, physical disability, drug abuse, death, divorce, grandparents, and all kinds of families.
As they read about Classroom 203, children acquire a scientific sex vocabulary. "Adults in the children's families probably don't use accurate terms like anus and buttocks," the teachers' resource guide warns. "You, as the teacher, are the best role model for creating comfort." Indeed, the teacher is to insist on replacing even words that are perfectly apt for a six-year-old's vocabulary with more-scientific terms. In a lesson on pregnancy, Brian talks about how his mother's tummy felt when the baby was growing inside. Ms. Ruiz says, "I know we are used to saying baby and tummy. But fetus and uterus are more accurate words." And when it comes to a hot issue like masturbation, a teacher's cool command of the facts is crucial: "Masturbation is a topic that is viewed negatively in many families, based on long-standing cultural and religious teachings. Assure parents that your approach will be low keyed and will stress privacy, but also make it clear that you will not perpetuate myths that can mar children's healthy sexual development." Teachers must also debunk the myth that masturbation is only for boys. Girls must be granted equal time to ask masturbation questions.
If girls need nudging in the sex department, boys need coaxing in the emotions department. Indeed, one of the strongest themes in the text is the problematic nature of boys. Boys are emotionally clogged, unable to cry or to express feelings. And little boys may enter grade school with the idea that such sex-related matters as pregnancy, childbearing, and baby care are only for girls. Therefore Learning About Family Life enlists boys in nurturing and "feelings" activities. These may be difficult for boys who come from macho backgrounds. But here again the school provides a cultural haven. If the lessons in nurturing conflict with a boy's family or cultural teachings, the teachers' manual advises, the teacher should say, "In school, talking about feelings is a part of learning."
In early sex education feelings talk and sex talk are closely related for good reason: little schoolchildren do not have the capacity to understand big adult issues directly. But many are now exposed to big adult issues at an early age, and so it is necessary to find routes to understanding. Early sex education thus turns to affective pathways and to a therapeutic pedagogy.
Stuff Happens
According to its publishers, Learning About Family Life provides a realistic slice of contemporary family life. Nonetheless, it is a highly selective slice. There is a vignette designed to expose children to an "amicable divorce." But there is no corresponding vignette to give children a picture of an amicable, much less a long lasting, marriage. (Susan Wilson believes that you "can't beat kids all over the head" with marriage.) There is a story about sex as a way to show love, but no story about commitment as a way to show love. There is an effort to give children positive messages about expressing sexuality, but no effort to give children positive messages about the advantages of not expressing sexuality before they are grown. And this family world is only thinly populated by men. Ms. Ruiz is a well-defined character in the story; the male teacher, Mr. Martin, is more of a bit player, taking center stage in one story to talk about masturbation and in another to cry. There are grandmothers but no grandfathers. A brand-new father makes a cameo appearance to show off his nurturing skills, but the only other father is divorced and a plane ride away.
Here is the dilemma: Learning About Family Life is caught between two competing tendencies. On the one hand, it works hard to reflect the real-life family circumstances of many children. It deals with some hard-edged issues: sexual abuse, unwed teenage motherhood, drug dealing, and divorce. On the other hand, it takes a deeply sentimental view of these gritty realities. Consider, for example, the story "Joseph Is an Uncle":
Joseph's seventeen-year-old sister has a new baby. She is not married. The baby's father is gone. Joseph's parents are mad and sad at the same time. His sister is tired and out of sorts. Yet things work out. The family rallies round. An aunt takes care of the baby during the day. Joseph's sister returns to school. Joseph shows the photograph of his new nephew to his best friend, but he doesn't want anyone else to know about his sister's baby. His friend encourages him to show the photo to Mr. Martin and Ms. Ruiz.
Of all the sex tales, Joseph's story merits the closest attention. Early sex education, after all, purports to help children avoid the fate of Joseph's teenage sister. So what are we to make of this story? First, though illegitimacy is not treated cavalierly, it is depicted as a family crisis that is quickly resolved, because all the folks pitch in. Apparently there are no longer-term consequences for Joseph's sister or his little nephew--such as poverty, welfare dependency, or diminished school and job prospects. Second, in a curriculum designed to teach personal responsibility, the text misses an opportunity to do so. Unwed teenage parenthood is not an affliction visited on people like hurricanes or drought, yet that is the message of the story. Among the families in Classroom 203 stuff happens." http://www.theatlantic.com/politics/family/failure.htm