Lytinio ugdymo ir lytinio švietimo procesų lyginamoji analizė bei lytinio švietimo integravimo į Lietuvos švietimo sistemą pobūdis

Abstract

Straipsnyje analizuojamas socialinių gebėjimų įgijimas savanoriškoje veikloje. Autorės aptaria socialinius gebėjimus ir savanorystę, kaip artimo meilės išraišką. Tyrimo rezultatai atskleidė, kad savanoriai savanoriškoje veikloje daugiausia įgyja bendravimo, bendradarbiavimo ir mokymosi iš kitų socialinių gebėjimų

Early adolescent sexual experiences provoke very serious social and health problems. When solving questions of prevention of risky adolescent sexual behaviour, it is common for both state prevention and health promotion programmes and for educational means to join two essentially different processes: abstinence-only sex education and sex education. Inability to identify these processes not only causes serious confusion in the use of these concepts but also serves as a precondition for choosing educational content, means and methods incompatible with education and family preparation of the young generation when applying prevention means of risky adolescent sexual behaviour in schools. The problem addressed in the article – the contradiction between educational purposes of the system of education and employed prevention means of risky adolescent sexual behaviour – is revealed through stated problematic questions: Do state programs aimed at prevention of risky adolescent sexual behaviour and promotion of the health of the youth identify two different processes of sexual education and sex education? Which process dominates the prevention of risky adolescent sexual behaviour designed for schools: sex education or abstinence education? How is sex education being integrated into the system of education in Lithuania? The aim of the research is to highlight the differences between the processes of abstinence-only sex education and sex education and to establish the character of integration of sex education into the Lithuanian educational system. The article presents comparative analysis of two different processes of abstinence-only sex education and sex education in the aspects of five educational components: educational purposes, content, the educated, the educators and educational means.[...]