HAVING read the arguments of both Mrs Shelen Ang ("Underage sex: Tell teens they are worth the wait"; Feb 12) and Mr Han Ming Guang ("Sexuality education, support still needed"; Feb 13), I am inclined towards the view of the former.
The focus of the first writer seems to be the child and a call for the holistic well-being of the child. The focus of the second writer appears to be for more sexuality education with a focus on contraception.
I am not convinced that more sexuality education is good for schoolgoing children. I would like to think that besides offering knowledge, education is to empower the child, imparting an awareness of what is right and good as opposed to what is wrong and undesirable.
However, sexuality education with a wrong focus can erase the line that separates the two.
Children today are overwhelmed by information, including sexuality information, from many sources - official (school and the family) and non-official (peers, the Internet and other forms of media).
They are not lacking knowledge in this area. What they do appear to lack is the decisiveness and the skills to ward off sexual advances by undesirable adults and peers around them, the knowledge of the difference between love and lust, and knowing that they matter and are precious.
It is also puzzling that, on the one hand, sex with a minor is a criminal offence but, on the other, these very children are taught that if they do engage in sexual activity, they need not be caught in a bind.
Should boundaries not be stated clearly rather than ambiguously, as in the case of drugs? For example, drug taking is a criminal offence and is wrong. Do we follow with "However, if the children do take drugs, there are ways to protect themselves"? What message are we sending when we tell children an action is wrong but that they can get away with it safely?
A "more robust" and more open sexuality education curriculum will probably encourage teenagers to be more robust and open-minded about being sexually active.
With more sexuality education, boundaries become challenged and may eventually be broken down.
Teaching about contraception is the easy part. In fact, schools will get eager sponsors ready to give out goody bags containing contraceptives to students, and the lesson will be over in a day.
However, passing on the right values is the difficult part and is time-consuming, but the end is far more rewarding and meaningful for the growing child.
Grace Chua Siew Hwee (Madam)
The focus of the first writer seems to be the child and a call for the holistic well-being of the child. The focus of the second writer appears to be for more sexuality education with a focus on contraception.
I am not convinced that more sexuality education is good for schoolgoing children. I would like to think that besides offering knowledge, education is to empower the child, imparting an awareness of what is right and good as opposed to what is wrong and undesirable.
However, sexuality education with a wrong focus can erase the line that separates the two.
Children today are overwhelmed by information, including sexuality information, from many sources - official (school and the family) and non-official (peers, the Internet and other forms of media).
They are not lacking knowledge in this area. What they do appear to lack is the decisiveness and the skills to ward off sexual advances by undesirable adults and peers around them, the knowledge of the difference between love and lust, and knowing that they matter and are precious.
It is also puzzling that, on the one hand, sex with a minor is a criminal offence but, on the other, these very children are taught that if they do engage in sexual activity, they need not be caught in a bind.
Should boundaries not be stated clearly rather than ambiguously, as in the case of drugs? For example, drug taking is a criminal offence and is wrong. Do we follow with "However, if the children do take drugs, there are ways to protect themselves"? What message are we sending when we tell children an action is wrong but that they can get away with it safely?
A "more robust" and more open sexuality education curriculum will probably encourage teenagers to be more robust and open-minded about being sexually active.
With more sexuality education, boundaries become challenged and may eventually be broken down.
Teaching about contraception is the easy part. In fact, schools will get eager sponsors ready to give out goody bags containing contraceptives to students, and the lesson will be over in a day.
However, passing on the right values is the difficult part and is time-consuming, but the end is far more rewarding and meaningful for the growing child.
Grace Chua Siew Hwee (Madam)
