Suchergebnisse

Intro -- Title Page -- Acknowledgments -- Overview -- Part 1: Vignettes -- I. Listening, Empathizing, and Being a Confidante -- II. Alongside Grief and Despair -- III. Attending to Fear -- IV. Overcoming Challenges to Connecting -- V. Navigating Changes, Boundaries, and Borderlines -- VI. Standing with Authenticity, Blessed with Revelation -- VII. Witnessing Growth and Discovery -- Part 2: Reflections and Theories -- VIII. Spiritual Pain: Theirs and Ours -- IX. To Be at Home -- X. What Can We Do to Serve? -- XI. The Most Potent Intervention -- XII. Anthropology of Listening -- XIII. A Theology of Listening -- XIV. Final Thoughts -- Bibliography.

When seeking approaches for sex education, few look to the past for guidance. But Susan K. Freeman's investigation of the classrooms of the 1940s and 1950s offers numerous insights into the potential for sex education to address adolescent challenges, particularly for girls. From rural Toms River, New Jersey, to urban San Diego and many places in between, the use of discussion-based classes fostered an environment that focused less on strictly biological matters of human reproduction and more on the social dimensions of the gendered and sexual worlds that the students inhabited. The discussion-based approach emphasized a potentially liberating sense of personal choice and responsibility in young women's relationship decisions, and teachers presented girls' sex lives and gendered behavior as critical to the success of American families and, by extension, the entire way of life of American democracy