Abstract
This article analyzes Dietrich von Hildebrand’s criticism of amoral sex education, which he regards as misleading and anti-educational in many crucial respects. Its content is misleading, because it separates human sexuality from its inherent connection with married love and thereby fails to do justice to the personal and intimate nature of sexuality. Its reductive and neutralizing approach not only fails to develop young people’s capacity for the transcendence implicit in moral agency, it also fails to provide the preconditions for the development of their autheantic subjectivity. Instead of fostering objectivity, critical thinking and autonomy, amoral sex education promotes a normatively closed educational environment that fails to unfold young people’s potential for value-response and to contribute to the fulfilling of their human potential in general.
Highlights
The foundational presupposition of amoral sex education (ASE) is that sex does not raise any particular moral issues intrinsic to the nature of sexuality itself (Mark, 2018, p. 107), since there is “nothing special per se about the norms which govern sexual ethics” (McCarthy, 2016, p. 15)
The knowledge about the intelligible essence of the moral core of sexuality is more certain than the knowledge based on empirical observations
(3) When ASE conveys such a reductive picture of human sexuality, it indoctrinates young people into a false view of human sexuality that is further removed from reality than immorality
Summary
Straipsnyje analizuojama Ditricho fon Hildebrando moraliai neutralaus lytinio švietimo kritika. Atsižvelgdamas į daugybę svarbių aspektų, autorius tokį švietimą mano esant klaidinantį ir netgi antišvietimu. Jo turinys yra klaidinantis todėl, kad čia atskiriamas žmogaus seksualumas nuo jo prigimtinio ryšio su santuokine meile. Dėl to asmeninė ir intymi seksualumo prigimtis nėra patvirtinama. Toks supaprastinantis ir neutralizuojantis požiūris ne tik neleidžia ugdyti jaunų žmonių gebėjimo transcendencijai, kurią numano moralinis institutas, bet ir nesudaro prielaidų jų autentiškam subjektyvumui vystytis. Kritinį mąstymą ir savarankiškumą moralės atžvilgiu, moraliai neutralus lytinis švietimas nesugeba ugdyti jaunimo potencialo vertybiniam atsakui ir todėl neprisideda prie jų žmogiškojo potencialo realizavimo apskritai. Pagrindiniai žodžiai: moraliai neutralus lytinis švietimas, moralumas, būdingas seksualumui, moralinė institucija, moralinė transcendencija
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