Sexual Behaviours - Social, Cultural And Legal Responses

Sexual Behaviours: Social, Cultural and Legal Responses

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Sexual Behaviours: Social, Cultural and Legal Responses

Introduction

In our present time, sex issues and matters have become critical towards better social

changes and promoting the best behaviours. Sexual behaviours have great implications on the

socio-cultural issues and welfare. However, the nature of sex education in a society will have

greater implications on how the subject is understood by various individuals and groups in the

society. In the United Kingdom, sex education has been considered as one of the necessary

practices and processes towards promoting the best behaviours and promoting the welfare of the

society. This has become something necessary especially at this time when social, cultural and

technological changes continue to take place. A proper understanding of such changes will be

critical towards the best ideas and better provision of sex education in the United Kingdom

society. This paper seeks to examine how the provision of sex education in the United Kingdom

has been influenced significantly by philosophical and moral arguments of sexuality, sex and

sexual behaviors. The other focus of this paper is describing the role of the United Kingdom law

towards enforcing sex education and prevention of sexual behaviors among the underage

population.

Sex Education: Moral and Philosophical Arguments of Sex

Sexuality in humans is rather a dynamic subject that covers a wide range of practices

such as sexual behaviors, sex itself and other issues related to sexuality. The field is rather

diverse and identifies some of the major issues surrounding human views and practices when it

comes to question of sex. This revolves the capacity to have erotic feelings, responses and

experiences. It is clearly observed that human society has over the centuries resulted in enormous

political, social, cultural, philosophical and even legal aspects of humans approach to life. This

explains why it has been studied under ethical, moral and even philosophical points of view. The

society or culture has a way of determining its subjects about sex including how it approaches

the issues surrounding human sexuality. In the UK society, the issue of sex education is

something that has been influenced by the philosophical and moral arguments about sexuality,

sexual behaviors and sex (Cowling & Reynolds, 2004, p. 72).

To begin with, the UK society has been founded on different moral, philosophical and

even religious foundations. Such foundations have remained critical towards describing the

major ideas and sexual issues identified and discussed in the country. That being the case, the

country has considered the relevance of such stances thereby impacting heavily on the

educational policies especially when committed towards promotion of sexual education

(Seidman, Fischer & Meeks, 2006, p. 28). That being the case, the country has remained on the

forefront in considering these aspects and ensuring that the education promoted to the learners

has been founded on such philosophical and moral arguments. Such arguments in philosophy and

ethics have therefore determined the content and syllabus when it comes to the issue of sex

education, sexuality and learning process.

From the philosophical perspective there have been various arguments and characteristics

that have always defined the UK society regarding the issue of sexual nurture and nature. This

has led to enormous debates regarding the future of sexual arguments and promotion of better

ideas regarding sexual education. The philosophical approach has considered sexual aspects in

human beings as something innate (Cowling & Reynolds, 2004, p. 78). This, however, will tend

to be modified by the increasing interactions between the person and the physical environment.

Philosophical ideas tend to indicate that human sexuality will always be driven by our mental

processes and genetic make-up. As well, the normative characteristics and aspects will tend to

impact on the educational, cultural and even social aspects and eventually driving sexual ideas

and behaviors (Perilloux & Buss, 2012, p. 149).

According to Erikson theories of development, a child will significantly tend to explore

the sexual positions and desires at such a tender age. This means that the social issues and drives

will significantly be part of the human development. The widely supported argument and ideas

in this society is that the process of human development will more often than not be part of the

development process. This will have significant connection with the socio-cultural issues and

mental processes. Some theorists and philosophers such as Sigmund Freud and Thomas Aquinas

were able to identify some of the issues surrounding the question of human sexuality including

how it has remained a major issue and foundation towards a better society (Waites, 2005, p. 38).

It is because of such an argument why the debate has continued over the years in an attempt to

ensure the central focus has to educate the UK child and student about the defining issues of

sexuality and at the same time promote child growth and continued sexual development.

Philosophical ideas and arguments have relied on theoretical concepts by identifying the

human being as a purely sexual being. This has empowered the society towards the nurture

argument. This is an argument whereby the society seeks to support the learner during the

developmental stages and be informed about the issues surrounding human sexuality. This means

that the human personality could be promoted by considering the sexual aspects of humanity and

promotes the ideas through the learning process. The environment plays a critical role towards

sexual development, and the education system could be studied as one of the issues that

determine the environment. In the UK, the philosophical arguments have led to the knowledge

that human sexuality is something critical and attached to the idea of human development

(Waites, 2005, p. 38). This has significantly influenced the concepts and issues passed to the

learners during the schooling process. The syllabus has been designed in various learning

institutions and colleges depending on the targeted stages or individuals. This has ensured the

right ideas and concepts about sexual philosophy have been provided to the children at the right

time.

The philosophical explanation behind the education system in the country has been

considered under the issues of morality and personal development. From this discussion, it is

worth noting that the philosophical arguments of sexuality, sexual behaviors and sex have been

critical especially when considering some of the necessary policies and educational processes in

the country. This has significantly affected the kind of ideas and legal policies towards the

establishment of the learning processes in the subjects of sexuality and sex. It is because of this

issue that some learning systems in the country have been disoriented or different when it comes

to the sex education process. Some societies have continued to argue and debate about the

content and syllabus that needs to define the question of sexual education in this society (Brooke,

2012, p. 39). It is therefore agreeable that the philosophical arguments and ideas have led to

enormous debates and positions regarding the issue of sex education and the content that needs

to be delivered to the learners.

The philosophy of human sexuality is a wide topic that has continued to examine the

issue from a normative and conceptual perspective. Conceptual explorations have helped to

identify and examine the notions of human sexual activities and desires (Allred & David, 2007,

p. 19). This has been considered something relevant towards understanding the issues of

sexuality and their specific implications for the learning process. With such philosophical

perspectives, it has been possible to highlight some of the important issues and derivatives from

the learning process. It is because of this understanding that the society in the UK has continued

to consider the specific issues and content that needs to be delivered to the learning in the

educational system.

The moral and ethical arguments have been widely examined in the discussions for sex

education in the United Kingdom and elsewhere. It is worth noting that human sexuality is

something that would be examined from the socio-cultural aspects or point of view. The moral

arguments have considered the need to promote the best behaviors and practices in the society

(Stevens, 2009, p. 43). This has been closely related to human moral values and ideas thereby

making it possible to ensure the learners and the children in the society have been informed

about the best practices and ideas expected from them. The consideration has closely been

related to the need of educating the population about the best practices towards which the society

can be changed. The idea has been to consider the best values and ideas through which the

learners can be informed and educated about the best practices and sexual orientation.

The issue of sexuality has been connected to various religious and moral perspectives

thereby making it necessary for the society to consider these values whenever designing the right

educational system and syllabus. This has been done to mentor the learners and inform them

about the best ideas and acceptable practices in the society. In the United Kingdom, human

sexuality has been widely studied as a critical aspect of human behaviors and issues in the

society (Slater, 2003, p. 59). In the recent past, experts and educationists have considered the

importance of the best sexual ideas and information thereby making it possible to promote

behavioral takeover or change. This has remained something significant, and can only be

achieved through proper educational processes. The socio-cultural and moral contexts of the

society has thereby been widely examined in an attempt to explore the influence on the social

norms and effects. This has considered the need to inform the learners about the right ideas,

knowledge, and skills about sexuality. At the same time, the focus has revolved around the social

norms and sexual behaviors that would be expected in the society.

The morals and ethical arguments have been connected to the major influences and social

norms that define the society. This has considered the need for better educational skills to equip

the teenagers and children about the behaviors and practices that would be expected from them.

In the recent past, more issues have emerged with the current media influences and changes

experienced in the UK society. In the past, it was a common expectation that the people would

promote feminism ideas and fight for social equality. This is also a moral issue that has

characterized the arguments towards better sexual ideas and foundations. Such movements were

considered critical towards bringing the new changes and norms. This has led to greater concerns

and need to consider the issues and promote the best ideas to promote the best practices and

behaviors among the students. The earlier decades saw an increasing changes towards sexual

revolution and emergence of feminism ideas (Marcia, 2006, p. 554).

There is a link constructed in the UK society whereby issues to do with sexual ideologies

and meanings have been constructed towards the better practices and concepts. There have been

the need to regulate some of the ideas while at the same time considering the educational

foundation as the best approach towards promoting sexual behaviors and orientation (Denise,

2009, p. 29). Administrators and educationists as some of the critical ideas towards promoting

better constructions in the society have considered this. With proper education system, the

arguers have identified that the moral issues surrounding the questions of human sexuality and

moral ethics. For instance, this has identified the question of human ideas and practices

whenever addressing the issue of sexuality. The idea is to create a sense of conformity and

understanding about the social issues and aspects that define sexual behaviors in the society.

The manner and the way different ages are equipped with various ideas and information

during the learning process is something that has been related to the social aspects and moral

understanding. The issue of sex education has been considered as the most important aspect

whenever considering the question of sexuality and the behaviours of persons within different

ages. In the United Kingdom, the education system and the ideas provided to the learners is

something that has been widely influenced by the moral issues revolving around sexuality

(Crain, 2011, p. 75). The systems of schooling in the UK have identified the right ideas and skills

that should be equipped to the learners. This has been something significant towards better skills

and ensuring the learners behave in a moral manner. In the recent past, the content delivered to

the students has included issues such as masturbation, unprotected sex, unwarranted sex, sex

before marriage, gayism, and all other behaviors revolving around sexuality. These issues have

been widely explored from a ethical point of view in an attempt to address the behaviors,

practices and social aspects in the society.

In the country, sex education has sought to equip the students with the right skills and

ideas through which they can address the challenges faced and have a clear connection between

what would be expected from, their various behaviors in the society, and how they would strive

to realize the greatest gains from their lives. From a moral point of view, it is clear that there has

been the need to inform and educate the teenagers and other students in the country about the

moral issues revolving around sex and sexual practices. With such issues already in place, it has

been necessary to ensure the right incentives and skilled are promoted to the people in order to

influence a behavioral change and at the same time create the positive ideas and practices

(Macadon, 2008, p. 72).

Having identified the relevance of such ideas and skills, the society and culture in the UK

has achieved various gains and processes thereby promoting the best sexual behaviors and

practices among the population. Experts have identified the necessary connection between the

learners and their future lives. If such persons have been provided with the necessary ideas and

concepts, they will definitely have the right skills and approaches towards positive living

(Macadon, 2008, p. 72). They will support themselves, avoid various diseases related to sex, and

also mentor their children and other members of the society. In the United Kingdom, there has

been the growing need to provide such incentives through proper sex education. The sex

education in the United Kingdom is considered a major boost towards better social

understanding and ensuring the best sexual behaviors and practices in the society.

In the United Kingdom, sex education is a wide topic that has been able to consider the

moral aspects and ensure the learning population is equipped with the right sexual information.

In the country, the education has been covering a wide range of topics based on the philosophical

and moral issues identified in the discussion above. This topics have included fields such as

mental issues, sexual behaviors and social norms. The important thing has been to equip the

people about the best skills and ethical issues regarding sexuality and sexual behaviors. The

presentation of such information to the learners has been something critical towards behavioral

changes in the society and ensuring there is knowledge (Macadon, 2008, p. 78). It is worth

noting that the issue of sexuality has remained a major consideration in the UK’s society thereby

making it possible to support to population.

The society’s views on the issue of sexuality is something that has led to greater

influences and positive issues regarding behavioral changes. The influence has been to support

the people including the children and ensure they grow having a clear knowledge and

understanding about the sexual behaviors and understanding that matters to them. As well, the

moral arguments have considered the issue of religion and ensuring the ideas passed across to the

learners portray the best ideas and skills. With the specific religious aspects, it has been possible

to deliver the moral, ethical and sexual aspects to the learners. As a result, this has led to better

foundations and behavioral changes in the country.

From this discussion, it would be worth noting that the provision of sex education has

been widely influenced by moral and philosophical arguments of sex, sexuality and sexual

behaviours. This has considered the need to promote the best ideas and behaviours in the society.

As well, the other thing is that the arguments have led to better ideas and issues thereby

improving the thoughts and ideas of the learners. With such ideas and information, there has

been new ideas and topics targeting to equip the students with the right information and

practices. As a result, various issues such drug abuse, sexual behaviors, and other sexual matters

have been examined and included as part of the syllabus (Morgan & Thompson, 2011, p. 22).

This has been promoted by the moral decisions and philosophical arguments. As a result, this has

helped to change the behavior in the country with the students considering the best practices.

With such arguments, it has been possible to equip the learners with the best ideas and

transformation. The education system has also been related to the religious foundations and skills

thereby making it easier to influence a social change. With such developmental concepts, the

children can relate with members of the opposite sex well while overcoming the challenges and

obstacles characterizing such relationships. Such arguments should be considered necessary in

the country and elsewhere towards the best insights and sexual knowledge. The use of sex

education is therefore something critical towards behavioral transformation and equipping the

students for a better social position and sexual knowledge.

Although it is clear that these arguments have been consistent and critical towards

mentoring the nature of information and ideas delivered during the learning process, there have

been some policies and legal foundations towards the nature of education and content delivered

to the learners. However, the most important thing is that these arguments have been critical as

the building blocks towards better development and change in issues of sexuality and sexual

behaviors. In the United Kingdom, sexuality has been a favorable topic as a way of promoting

the best ideas and ensuring the learners have right skills and better living philosophies. The

question of sexuality and sexual foundation is a critical issue with enormous implications, and

something that needs to be promoted towards a greater societal achievement (Morgan &

Thompson, 2011, p. 22).

In the United Kingdom, there has been critical laws in place to ensure all sexual

behaviors have been avoided especially underage sexual behaviors. In the country, there has

been the mandatory provision towards ensuring that the law required provision of sexual

education to the population. This is a critical perspective that has led to new ideas and

understanding about the future of sexual behaviors and positions in the country (Neville &

Henrickson, 2009, p. 851). In the United Kingdom, it has become mandatory under the UK Law

to ensure there is the enforcement of sex education. This has been done to equip the students

with the right knowledge and understanding thereby promoting the best sexual behaviors. Such

behaviors are considered relevant because they will promote the best ideas and eventually

improve their philosophies of life.

The issue of human sexuality is rather critical because it tends to have enormous

implications and influences on individuals. There is always the need to consider the best values

and ensure the society is informed about such skills and expectations (Neville & Henrickson,

2009, p. 857). As a result, the legal requirement has been for all the United Kingdom schools to

deliver the specific conditions and learning objectives regarding sex education. The law also

dictates what needs to be the content during the learning process. Through such legal

requirements, it has been possible to define the specific requirements and content delivered to

various learners. This has made it possible to promote the best practices and at the same time

ensure the greatest gains have been realized towards a sexual behavioral change and sexuality.

From this discussion, it would be observed that the social, legal and cultural responses

have been critical towards ensuring the relevant sexual behaviors and ideas have been realized.

The three have continued to influence each other thereby making it possible to promote the best

ideas in the education system in the United Kingdom (Perrin, 2009, p. 29). With such ideas, it

would be possible to correlate the cultural, legal and social aspects in the wider field of sexuality

thereby promoting the best topics and incentives to the population. This is the first step towards

the greatest gains and ensuring the best education has promoted the necessary behaviors and

sexual practices in the UK’s society.

Conclusion

In the United Kingdom, sex education has been considered as one of the necessary

practices and processes towards promoting the best behaviours and promoting the welfare of the

society. This has become something necessary especially at this time when social, cultural and

technological changes continue to take place. A proper understanding of such changes will be

critical towards the best ideas and better provision of sex education in the United Kingdom

society. This has been promoted by the moral decisions and philosophical arguments. As a result,

this has helped to change the behavior in the country with the students considering the best

practices. With such arguments, it has been possible to equip the learners with the best ideas and

transformation. The education system has also been related to the religious foundations and skills

thereby making it easier to influence a social change. With such developmental concepts, the

children can relate with members of the opposite sex well while overcoming the challenges and

obstacles characterizing such relationships. In conclusion, the philosophical and moral arguments

have been widely examined in the discussions for sex education in the United Kingdom and

elsewhere.

Bibliography

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Open University Press, Buckingham.

Brooke, S 2012. Sexual Politics, Oxford University Press, Oxford.

Cowling, M & Reynolds, P 2004. Making Sense of Sexual Consent, Westview Press, London.

Crain, W 2011. Theories of Development: Concepts and Applications, Pearson Education,

London.

Denise, B 2009. The Developing Child, Pearson, London.

Macadon, H 2008. The Fenway guide to lesbian, gay, bisexual, and transgender health. Oxford

University Press, Oxford.

Marcia, E 2006. Development and validation of ego identity status, Journal of Personality and

Social Psychology, Vol. 3, No. 1, pp. 551–558.

Morgan, E & Thompson, E 2011. Processes of sexual orientation questioning among

heterosexual women. Journal of Sex Research, Vol. 48, No. 1, pp. 16-28.

Neville, S & Henrickson, M 2009. The constitution of lavender families’: A LGB perspective.

Journal Of Clinical Nursing, 18(6), 849-856.

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23, No. 2, pp. 146-151.

Perrin, E 2009. Sexual Orientation in Child and Adolescent health care (3

Edition), Oxford

Press, Oxford.

Seidman, S, Fischer, N & Meeks, C 2006. Introducing the New Sexuality Studies: Original

Essays and Interviews, Routledge, London.

Slater, L 2003. Generativity versus stagnation: An elaboration of Erikson's adult stage of human

development, Journal of Adult Development, Vol. 10, No. 1, pp. 53–65.

Stevens, R 2009. Erik Erikson: An Introduction, St. Martin's Press, New York.

Waites, M 2005. The Age of Consent: Young People, Sexuality and Citizenship, Palgrave

McMillan, Hampshire.

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Sexual Behaviours - Social, Cultural and Legal Responses

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