with Professor Richard P. McBrien, University of Notre Dame / McGuinn Hall 121

No description available.

Five-hundred forty four students from an urban southwestern University underwent a sexual aggression beliefs and behaviors evaluation and subsequent online intervention. Approximately three-quarters of male and female students experienced a sexual boundary violation during the past year. Though male and female students were equally as likely to experience inappropriate sexual attention and/or contact, female students were significantly more likely to experience attempted and/or completed anal and vaginal rape and significantly most frequently after an explicit verbal indication of objection such as "no." Less than 10% of persons who experienced or enacted acts that met the legal threshold of a crime reported that the act would be defined as such. Thus, it may be that a large amount of college students are incapable of identifying personal victimizations or that sexually aggressive behavior has become more normative in the typical college sexual escapade. The modalities that were implemented exceeded those previously explored (i.e. lying and manipulating the victim directly) to include the use of technology, bets or dares, sexual scare tactics, and social vengeance. When the mechanisms for sexual aggression were explored, it appeared that aggressors typically acted out due to availability of victims and difficulty controlling their sexual urges, thus, traditional awareness efforts that attempt to alter attitudes in an effort to prevent sexual aggression seem ill-fitted to the college population. However, difficulty discerning objection from consent was associated with an increased risk of victimization, self-blame for victimization, and cognitive justification for aggressive behavior. Personality played a major role in intervention receptivity; students who were conscientious were more capable of changing and sensing personal change. Feeling `changed', being high on Psychopathy, and having pre-set ideas regarding rape myths of the opposite sex or pre-existing difficulties deciphering objection from consent impeded intervention receptivity.

The most volatile area of contention in the discourse between a pure secularized world and the Church in contemporary times is located in the area of sexuality, marriage and family life. Modernist and liberal post enlightenment culture accuse the Church to be unchanging, and unreflective of modern ‘personal’ choices in the contested areas of human sexuality. Within the Church, there are voices also who call for ‘developments’ in such areas of doctrine. For over forty years, these conversation has taken on many shades of grey coming to a head with questions of discordancy and same sex unions among other pressing and related issues.<br> This dissertation aims to contribute to the ongoing conversation by attempting to clarify the foundational understanding of what constitutes the possibility of a development in doctrine or the lack of it. There are five chapters of this work devoted to this endeavor. In chapter one the encyclical tradition of a hundred years timeline, focused on questions of sexuality and family life are reviewed to establish a historical development in the magisterial position of the Church. Chapter two is devoted to John Paul II's Theology of the Body which is set up as the frame work upon which this project argues for what is perhaps the current magisterial position on the topic under discussion. In chapter three, a review is undertaken to explore questions about the natural law which forms a bedrock of Catholic argument in its moral theology and for cases of personal sexual ethics. A historical analysis is employed to see how the theory itself has evolved from its ancient origins, into scholasticism, and how it has been used in political jurisprudence. More importantly to its reemergence within the last century as the new natural law theory which seeks to establish the same argument purely from a philosophical aspect and without a theistic foundation. <br> Four theological voices are engaged in chapter four to try and locate what broadly contemporary and wider theological contexts have to say from an anthropological, feminist, and cultural context. In chapter five, the idea of development of doctrine is reviewed. The questions of discordancy and same sex unions are used as theoretical frame work to presenting how development in doctrine has the possibility of a shift or the impossibility their off. A hypothetical idea is borrowed from liturgical theology, using the idea of ‘matter’ and ‘form’ to explain essentials of Christian doctrine (also known as dogma) which remains unchanging as defined position. And the accidental aspects of Christian doctrine which is open to re-interpretation in the light of new cultures and new questions. The entire notion of doctrine rests on ‘Christian tradition’, therefore a question of tradition, and what is being traditioned across time is explored to clarify the process necessary for proper understanding of development. In conclusion, some pastoral recommendations are made based on current papal and magisterial documents as possible means of approaching newer questions raised by a secularized and post enlightenment world. / McAnulty College and Graduate School of Liberal Arts; / Theology / PhD; / Dissertation;

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This study examined the extent to which human sexuality topics are covered in Florida middle school science classrooms and the process by which curricular decisions are made regarding human sexuality education on a county-wide basis. Primary data included interviews with county-level administrators who oversee curricular decisions related to the middle-grades science curriculum or health curriculum in twelve school districts within the state. These districts represented four geographic locations and districts of various sizes. Administrators from four of the twelve studies in the sample chose to provide information regarding their human sexuality education curriculum. In two cases, teacher leads were identified and were interviewed to understand the implementation of the curriculum within the classroom. Additional data were collected from the district curriculum guides for human sexuality education and the adopted middle-grades science textbook for each county. The interview and documentary data were analyzed by comparison to established criteria for a comprehensive human sexuality education curriculum. The analysis revealed that the scope of human sexuality education varied considerably within the sample and that much of the curricula in place failed to include topics and activities that have been identified as important in a successful human sexuality education program. These findings are limited because few counties chose to fully participate. Additional research is clearly needed to examine the effectiveness of existing human sexuality education curricula in Florida. In addition, research is needed to understand the characteristics, values, and beliefs of successful human sexuality education instructors across the state.

Este trabalho relata o desenvolvimento de uma investigação sobre o ensino da sexualidade humana dentro da Escola de Enfermagem da Universidade de São Paulo, realizada de 1984 a 1985. Teve como objetivos: levar os docentes da referida Escola a tomarem consciência crítica da sua realidade no que tange à sexualidade humana por meio da emergência e superação das contradições; promover e propor ações no sentido de superar os problemas levantados, assumindo-se como sujeito de sua própria educação, num processo dinâmico e participativo. A metodologia adotada foi a de pesquisa participante e o referencial teórico utilizado foi o materialismo-histórico-estrutural-dialético. A população escolhida foi constituída por 8 docentes enfermeiras, congregadas em grupo a partir da expressão do desejo pessoal da pesquisada em participar desse estudo. Os dados foram coletados através de duas fontes principais: o discurso contido nas entrevistas individuais centradas no pesquisado e o discurso contido nos registros dos debates grupais. O trabalho mostrou que o ensino da sexualidade humana na Escola é inexistente dentro da estrutura curricular atual; ao mesmo tempo revelou a ausência da preocupação em ministrar o ensino por parte da Instituição; ainda, a incapacidade das docentes de assumirem de fato a responsabilidade no ensino, traduzidas na formação deficiente do aluno em relação à sexualidade humana. O desenvolvimento do trabalho grupal trouxe à tona as multi-dimensões da sexualidade humana; permitiu a crítica da realidade de ensino vivenciado pelas docentes e a emergência das contradições, principalmente as teórico-práticas e a superação de algumas delas. Sobretudo, revelou a ansiedade e a vontade das docentes em querer ultrapassar as incapacidades e habilitarem-se a desenvolver, no sentido de melhor domínio da temática que proporcione um ensino de enfermagem mais crítico, mais consciente e mais verdadeiro. / This report relates the development of an investigation about teaching on human sexuality in the Nursing School of São Paulo University realized in 1984 and 1985. The study\'s objectives were as follows: to get the Nursing School teachers to develop a critical awareness about their teaching on human sexuality, through the emergence of contradictions; to propose and to promote actions for the surmounting of problems arising from this context, by assuming for themselves, the role of active agents (as opposed to passive) within their own education, in a dynamic and participative process. The methodology adopted was that of participant research, and the theoretical referential used was historical-structural-dialectical-materialism. The population selected was formed by nursing-teachers assembled together in one group, after having expressed a personal desire to participate in the research. The data were collected through two principal soucers: the disccurse (perceptions, values, opinions, beliefs) from the individual interviews, which were centred on the interviews herself; and that of the group discussions. The study revealed (as far as the group involved was concerned): that teaching on human sexuality in the Nursing School is non-existent even within the present curricular structure; that there is a lack of preocupation with teaching in this field within the institute; that these teachers\' feelings of incapacity in this area lead to reluctance to assume the responsibility of teaching, wich in turn leads to student\'s deficient preparation in relation to human sexuality. The development of this research disclosed the multidimensional nature of human sexuality; it permitted the criticism of the teaching reality the teachers themselves, who then became aware of certain contradictions, principally that between theory and pratice. Through this development some of these contradictions were overcome. Above all, it disclosed the anxiety of the teachers and their desire to overcome their inabilities, in arder to provide a nursing teaching that would be more critical, more aware, and more true.

This thesis is an analysis of some research undertaken with students in a unit on human sexuality. It is a critical account of an experiment with 'radical' pedagogy which deliberately forsakes the pessimistic determinism of social reproduction theory in education and assumes the fundamental optimism of resistance theory, wherein human actors are capable of penetrating oppressive ideology and practice and working towards emancipation and social change. The experiment is an attempt to implement radical pedagogy in a particular classroom, and the body of the thesis consists of a critique of data collected from participants' notes and transcriptions of video and audio-tapes of thirteen, two�hour class sessions. The first chapter of the thesis outlines the nature of a pedagogical style which could be described as counter�hegemonic, non-reproductive, or liberatory, and it specifies the elements of a 'radical' approach to classroom process and content, which is distinguished from a 'traditional' one. Subsequent chapters present a critical analysis of actual classroom 'content' and 'process', which is based on a study of reconstructed sessional data, and the final chapter discusses the factors which limited the 'success' of the experiment, and attempts to draw some conclusions about the liberatory possibilities of radical pedagogy.

Este trabalho relata o desenvolvimento de uma investigação sobre o ensino da sexualidade humana dentro da Escola de Enfermagem da Universidade de São Paulo, realizada de 1984 a 1985. Teve como objetivos: levar os docentes da referida Escola a tomarem consciência crítica da sua realidade no que tange à sexualidade humana por meio da emergência e superação das contradições; promover e propor ações no sentido de superar os problemas levantados, assumindo-se como sujeito de sua própria educação, num processo dinâmico e participativo. A metodologia adotada foi a de pesquisa participante e o referencial teórico utilizado foi o materialismo-histórico-estrutural-dialético. A população escolhida foi constituída por 8 docentes enfermeiras, congregadas em grupo a partir da expressão do desejo pessoal da pesquisada em participar desse estudo. Os dados foram coletados através de duas fontes principais: o discurso contido nas entrevistas individuais centradas no pesquisado e o discurso contido nos registros dos debates grupais. O trabalho mostrou que o ensino da sexualidade humana na Escola é inexistente dentro da estrutura curricular atual; ao mesmo tempo revelou a ausência da preocupação em ministrar o ensino por parte da Instituição; ainda, a incapacidade das docentes de assumirem de fato a responsabilidade no ensino, traduzidas na formação deficiente do aluno em relação à sexualidade humana. O desenvolvimento do trabalho grupal trouxe à tona as multi-dimensões da sexualidade humana; permitiu a crítica da realidade de ensino vivenciado pelas docentes e a emergência das contradições, principalmente as teórico-práticas e a superação de algumas delas. Sobretudo, revelou a ansiedade e a vontade das docentes em querer ultrapassar as incapacidades e habilitarem-se a desenvolver, no sentido de melhor domínio da temática que proporcione um ensino de enfermagem mais crítico, mais consciente e mais verdadeiro. / This report relates the development of an investigation about teaching on human sexuality in the Nursing School of São Paulo University realized in 1984 and 1985. The study\'s objectives were as follows: to get the Nursing School teachers to develop a critical awareness about their teaching on human sexuality, through the emergence of contradictions; to propose and to promote actions for the surmounting of problems arising from this context, by assuming for themselves, the role of active agents (as opposed to passive) within their own education, in a dynamic and participative process. The methodology adopted was that of participant research, and the theoretical referential used was historical-structural-dialectical-materialism. The population selected was formed by nursing-teachers assembled together in one group, after having expressed a personal desire to participate in the research. The data were collected through two principal soucers: the disccurse (perceptions, values, opinions, beliefs) from the individual interviews, which were centred on the interviews herself; and that of the group discussions. The study revealed (as far as the group involved was concerned): that teaching on human sexuality in the Nursing School is non-existent even within the present curricular structure; that there is a lack of preocupation with teaching in this field within the institute; that these teachers\' feelings of incapacity in this area lead to reluctance to assume the responsibility of teaching, wich in turn leads to student\'s deficient preparation in relation to human sexuality. The development of this research disclosed the multidimensional nature of human sexuality; it permitted the criticism of the teaching reality the teachers themselves, who then became aware of certain contradictions, principally that between theory and pratice. Through this development some of these contradictions were overcome. Above all, it disclosed the anxiety of the teachers and their desire to overcome their inabilities, in arder to provide a nursing teaching that would be more critical, more aware, and more true.

No description available.