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Saturday, July 13, 2019

Religion and sexuality

From Wikipedia, the free encyclopedia

Erotic sculptures from Khajuraho temple complex, India.
 
The views of religions and religious believers range widely, from giving sex and sexuality a rather negative connotation to believing that sex is the highest expression of the divine. Some religions distinguish between sexual activities that are practiced for biological reproduction (sometimes allowed only when in formal marital status and at a certain age), and other activities practiced for sexual pleasure, as immoral.

Overview

Sexual morality has varied greatly over time and between cultures. A society's sexual norms—standards of sexual conduct—can be linked to religious beliefs, or social and environmental conditions, or all of these. Sexuality and reproduction are fundamental elements in human interaction and society worldwide. Furthermore, "sexual restrictions" is one of the universals of culture peculiar to all human societies.

Accordingly, most religions have seen a need to address the question of a "proper" role for sexuality in human interactions. Different religions have different codes of sexual morality, which regulate sexual activity or assign normative values to certain sexually charged actions or thoughts. Each major religion has developed moral codes covering issues of sexuality, morality, ethics etc. These moral codes seek to regulate the situations which can give rise to sexual interest and to influence people's sexual activities and practices.

Abrahamic faiths

Bahá'í faith

In the Bahá'í Faith, sexual relationships are permitted only between a husband and wife. Bahá'u'lláh, the founder of the Bahá'í Faith, forbids extramarital sexual intercourse in his book of laws, the Kitáb-i-Aqdas. The Baha'i understanding of sex is that chastity should be practised by both sexes before marriage because it is commendable ethically and that it leads to a happy and successful marital life. The Bahá'í Faith recognizes the value of the sex impulse, but that its proper use is within the institution of marriage; Baha'is do not believe in the suppression of the sex impulse but in its regulation and control.

Christianity

New Testament

Paul the Apostle stated in 1 Corinthians that it is good for the unmarried to remain this way, but if they cannot control themselves, they should marry, "To the unmarried and the widows I say that it is well for them to remain unmarried as I am. But if they are not practicing self-control, they should marry. For it is better to marry than to be aflame with passion." Importantly, Paul's view of sex is also that it is actually unnecessary for those with certain gifts (presumably "celibacy").

New Testament scholar N. T. Wright asserts that Paul absolutely forbade fornication, irrespective of a new Christian's former cultural practices. Wright notes "If a Corinthian were to say, 'Because I'm a Corinthian, I have always had a string of girl-friends I sleep with, that's part of our culture,' Paul would respond, 'Not now you're a Christian you don't.'... When someone disagreed with Paul's clear rules on immorality or angry disputes, the matters he deals with in Colossians 3.5-10, he is... firm, as we see dramatically in 1 Corinthians 5 and 6. There is no place in the Christian fellowship for such practices and for such a person."

Some have suggested that Paul's treatment of sex was influenced by his conviction that the end of the world was imminent. Under this view, Paul, believing that the world would soon end, took it as a corollary that all earthly concerns, including sex, should hold little interest for Christians. Paul's letters show far greater concern with sexual issues than the gospel writers attributed to Jesus, since Paul was building Christian communities over decades and responding to various issues that arose.

The theologian Lee Gatiss states that "the word "fornication" has gone out of fashion and is not in common use to describe non-marital sex. However, it is an excellent translation for [the Biblical term] porneia, which basically referred to any kind of sex outside of marriage... This has been contested... but the overwhelming weight of scholarship and all the available evidence from the ancient world points firmly in this direction. "Flee sexual immorality (porneia) and pursue self-control" (cf. 1 Thess 4:1–8) was the straightforward message to Christians in a sex-crazed world."

Early Christianity

In early Christianity, reflection on scriptural texts introduced an eschatological hermeneutic to the reading of the Book of Genesis. The Garden of Eden was seen as a normative ideal state to which Christians were to strive; writers linked the future enjoyment of Heaven to the original blessedness of Adam and Eve in their reflections.

The valuation of virginity in the ancient church brought into relief a tension between the Genesis injunction to "be fruitful and multiply" with its understood contextual implication of marriage as a social institution, and the interpretation of the superiority of virginity over marriage, sexual activity and family formation from the Gospel texts Matt 19:11-12, Matt 19:29. One way patristic thinkers tried to harmonize the texts was through the position that there had actually been no sexual intercourse in Eden: on this reading, sex happened after the fall of man and the expulsion from Eden, thus preserving virginity as the perfect state both in the historical Paradise and the anticipated Heaven. John Chrysostom, Gregory of Nyssa, Justin Martyr, Epiphanius of Salamis, and Irenaeus of Lyons all espoused this view:
  • Gregory of Nyssa, On Virginity, 12 "He did not yet judge of what was lovely by taste or sight; he found in the Lord alone all that was sweet; and he used the helpmeet given him only for this delight, as Scripture signifies when it said that he knew her not till he was driven forth from the garden, and till she, for the sin which she was decoyed into committing, was sentenced to the pangs of childbirth. We, then, who in our first ancestor were thus ejected, are allowed to return to our earliest state of blessedness by the very same stages by which we lost Paradise. What are they? Pleasure, craftily offered, began the Fall, and there followed after pleasure shame, and fear, even to remain longer in the sight of their Creator, so that they hid themselves in leaves and shade; and after that they covered themselves with the skins of dead animals; and then were sent forth into this pestilential and exacting land where, as the compensation for having to die, marriage was instituted".
  • John Chrysostom, On Virginity, 14.3 "When the whole world had been completed and all had been readied for our repose and use, God fashioned man for whom he made the world... Man did need a helper, and she came into being; not even then did marriage seem necessary... Desire for sexual intercourse, conception, labor, childbirth, and every form of corruption had been banished from their souls. As a clear river shooting forth from a pure source, so they were in that place adorned by virginity." 15.2 "Why did marriage not appear before the treachery? Why was there no intercourse in paradise? Why not the pains of childbirth before the curse? Because at that time these things were superfluous".
  • Irenaeus, Against Heresies, Book 3, ch 22:4 "But Eve was disobedient; for she did not obey when as yet she was a virgin. And even as she, having indeed a husband, Adam, but being nevertheless as yet a virgin (for in Paradise they were both naked, and were not ashamed, inasmuch as they, having been created a short time previously, had no understanding of the procreation of children: for it was necessary that they should first come to adult age, and then multiply from that time onward), having become disobedient, was made the cause of death, both to herself and to the entire human race..."
  • Epiphanius of Salamis, Panarion 78.17-19 "And as in paradise Eve, still a virgin, fell into the sin of disobedience, once more through the Virgin [Mary] came the obedience of grace".
  • Justin Martyr, Dialogue with Trypho ch 100 "For Eve, who was a virgin and undefiled, having conceived the word of the serpent, brought forth disobedience and death. But the Virgin Mary received faith and joy, when the angel Gabriel announced the good tidings to her..."
Prof. John Noonan suggests that "if one asks... where the Christian Fathers derived their notions on marital intercourse – notions which have no express biblical basis – the answer must be, chiefly from the Stoics". He uses texts from Musonius Rufus, Seneca the Younger, and Ocellus Lucanus, tracing works of Clement of Alexandria, Origen and Jerome to the works of these earlier thinkers, particularly as pertaining to the permissible use of the sexual act, which in the Stoic model must be subdued, dispassionate, and justified by its procreative intent.

Augustine of Hippo had a different challenge: to respond to the errors of Manichaeism. The Manichees, according to Augustine, were "opposed to marriage, because they are opposed to procreation which is the purpose of marriage". "The method of contraception practiced by these Manichees whom Augustine knew is the use of the sterile period as determined by Greek medicine", which Augustine condemns (this stands in contrast to the contemporarily permitted Catholic use of Natural family planning). 

As monastic communities developed, the sexual lives of monks came under scrutiny from two theologians, John Cassian and Caesarius of Arles, who commented on the "vices" of the solitary life. "Their concerns were not with the act of masturbation, but with the monks who vowed chastity. The monks' vow made masturbation an illicit act; the act itself was not considered sinful... In fact... prior to Cassian, masturbation was not considered a sexual offence for anyone."

Catholicism

From the beginning of the thirteenth century, the Catholic Church formally recognized marriage between a freely consenting, baptized man and woman as a sacrament – an outward sign communicating a special gift of God's love. The Council of Florence in 1438 gave this definition, following earlier Church statements in 1208, and declared that sexual union was a special participation in the union of Christ in the Church. However the Puritans, while highly valuing the institution, viewed marriage as a "civil", rather than a "religious" matter, being "under the jurisdiction of the civil courts". This is because they found no biblical precedent for clergy performing marriage ceremonies. Further, marriage was said to be for the "relief of concupiscence" as well as any spiritual purpose. 

The Catholic moral theologian Charles E. Curran stated "the fathers of the Church are practically silent on the simple question of masturbation".

The Catechism of the Catholic Church teaches that "the flesh is the hinge of salvation". The Catechism indicates that sexual relationships in marriage is "a way of imitating in the flesh the Creator's generosity and fecundity" and lists fornication as one of the "offenses against chastity", calling it "an intrinsically and gravely disordered action" because "use of the sexual faculty, for whatever reason, outside of marriage is essentially contrary to its purpose". The "conjugal act" aims "at a deeply personal unity, a unity that, beyond union in one flesh, leads to forming one heart and soul" since the marriage bond is to be a sign of the love between God and humanity.

Pope John Paul II's first major teaching was on the theology of the body, presented in a series of lectures by the same name. Over the course of five years he elucidated a vision of sex that was not only positive and affirming but was about redemption, not condemnation. He taught that by understanding God's plan for physical love we could understand "the meaning of the whole of existence, the meaning of life." He taught that human beings were created by a loving God for a purpose: to be loving persons who freely choose to love, to give themselves as persons who express their self-giving through their bodies. Thus, sexual intercourse between husband and wife is a symbol of their total mutual self-donation.

For John Paul II, "The body, and it alone, is capable of making visible what is invisible: the spiritual and divine." He says there is no other more perfect image of the unity and communion of God in mutual love than the sexual act of a married couple, whereby they give themselves in a total way – exclusively to one another, and up to the end of their lives, and in a fruitfully generous way by participating in the creation of new human beings. Through this perspective, he understands the immorality of extra-marital sex. It falsifies the language of the human body, a language of total love worthy of persons by using the body for selfish ends, thus treating persons as things and objects, rather than dealing with embodied persons with the reverence and love that incarnate spirits deserve. John Paul II stresses that there is great beauty in sexual love when done in harmony with the human values of freely chosen total commitment and self-giving. For him, this sexual love is a form of worship, an experience of the sacred.

Roman Catholics believe that masturbation is a sin.

Protestantism

Nearly all Protestants assert that any and all sex outside of marriage, including that conducted between committed, engaged or cohabiting couples, is the sin of fornication. This rejection of premarital sex includes even the most liberal churches.

Unlike Roman Catholics, Protestants do not disapprove of masturbation due to the lack of a Biblical injunction against the act. Mainstream and conservative Protestants agree masturbation is not a sin, although there are various restrictions, such as making sure it does not lead to use of pornography or looking lustfully at people or mutual masturbation or addiction to the act. It must also not be undertaken in a spirit of defiance against God.

In most Lutheran, Reformed and United churches of the Evangelical Church in Germany and in the Netherlands and Switzerland view homosexuality as a violation of the 7th commandment. In these Lutheran, United and Reformed churches gay ministers are not permitted in ministry and gay couples are not allowed in their churches. 

Inside the Lutheran Church of Sweden, the Bishop of Stockholm, Eva Brunne is a lesbian.

The Metropolitan Community Church, also known as the Universal Fellowship of Metropolitan Community Churches, has a specific outreach to lesbian, gay, bisexual, and transgender families and communities.

In the Anglican church there is a large discussion over the blessing of gay couples and over tolerance of homosexuality. The discussion is more about the aspect of love between two people of the same sex in a relationship than it is about the sexual aspect of a relationship. In some dioceses, Anglican (Episcopal) churches in Canada and the USA permit openly gay priests in ministry and allow same-sex blessings, which has drawn much criticism from other parts of the Anglican Communion. Anglican churches in parts of Africa are extremely conservative in their attitude towards homosexuality. Gay priests in most Anglican churches must be celibate if they wish to continue their work as priests.

The Church of Jesus Christ of Latter-Day Saints (Mormonism)

The LDS church does not allow any sexual expression for lesbian and gay individuals.
 
Within the many branches of Mormonism the principal denomination the LDS Church teaches conservative views around sexual ethics in their Law of Chastity which holds that masturbation, pre- and extra-marital sex, and same-sex sexual activity are sins. In the 1800s, however, it was allowed for men to be married to and have children with several women and this was also discontinued in the 1800s. On various occasions LDS church leaders have taught that members should not masturbate as part of obedience to the LDS law of chastity. The LDS church believes that sex outside of opposite-sex marriage is sinful and that any same-sex sexual activity is a serious sin. God is believed to be in a heterosexual marriage with Heavenly Mother and Mormons believe that opposite-sex marriage what God wants for all his children. Top LDS church leaders used to teach that attractions to those of the same sex were a sin or disease that could be changed or fixed, but now have no stance on the etiology of homosexuality, and teach that therapy focused on changing sexual orientation is unethical. Lesbian, gay, and bisexual members are, thus, left with the option of attempting to change their sexual orientation, entering a mixed-orientation opposite-sex marriage, or living a celibate lifestyle without any sexual expression (including masturbation).

The LDS church teaches that women's principal role is to raise children. Women who rejected this role as being a domestic woman in the home, were seen as unstable and corrupted. Before 1890 the Mormon leaders taught that polygamy was a way to salvation and many had multiple wives into the early 1900s, and some women practiced polyandry.

The Mormon religion teaches that marriage should be with a man and a woman. The LDS church teaches its members to obey the law of chastity which says that "sexual relations are proper only between a man and a woman who are legally and lawfully wedded as husband and wife". Violations of this code include "adultery, being without natural affection, lustfulness, infidelity, incontinence, filthy communications, impurity, inordinate affection, fornication". The traditional Mormon religion forbids all homosexual behavior, whether it be intra-marriage or extramarital. In Romans 1:24-32, Paul preached to the Romans that homosexual behavior was sinful. In Leviticus 20:13, Moses included in his law that homosexual actions and behaviors were against God's will. In the 1830s, LDS founder Joseph Smith instituted the private practice on polygamy. The practice was defended by the church as a matter of religious freedom. In 1890, the church practice was terminated. Since the termination of polygamy, Mormons have solely believed in marriage between two people, and those two people being a man and a woman. The LDS community states that they still love homosexuals as sons and daughters of the Lord, but if they act upon their inclinations then they are subject to discipline of the church.

Unity Church

While the Unity Church at one point in its history offered prayers for the healing of homosexuality, the church has consistently ordained openly gay ministers, beginning with Ernest C. Wilson, who was ordained as a minister by founder Charles Fillmore, who sent him to a church in Hollywood, California on learning of his orientation.

Rosicrucian Fellowship

According to Max Heindel, sex should be only used for procreation. All sexual intercourses intended for pleasure or for any other reason, even within marriage, are sinful against the Holy Spirit.

Islam

Islam encourages marriage as a form of religious practice, and considers it as the best form that regulates the sexual relationship of human beings. Quranic verses made it legal for Muslim men to marry women from other Abrahamic religions (i.e. Jews and Christians), provided that the women are faithful (adherent) to their own religious beliefs. Contemporary scholars have upheld this ruling. A Muslim woman, on the other hand, is only allowed to marry a Muslim man because to marry a non-Muslim man would mean that the children would grow up as non-Muslims. A marriage contract between a Muslim woman and a non-Muslim man is traditionally considered illegal and void, and hence legally an adulterous affair. Another reason is to insure that the woman's legal rights are fully recognized in a marriage contract. 

Most forms of sexual contact within a marriage are allowed. Sex is considered a pleasurable, even spiritual activity, and a duty. At least one hadith explicitly states that for a married couple to have sex is a good deed rewarded by God. Another hadith suggests that a man should not leave the proverbial bed until the woman is satisfied, a reference many say points to orgasm

Forbidden sexual contact includes genital contact with a woman while she is menstruating. In such case, other sexual contact (such as kissing and any sexual activity that does not include vaginal contact) is explicitly allowed. Temporary marriage (Mut'a, marriage designated for a preset period of time) is not allowed by the majority Sunni schools, but is allowed by Shia schools. Debate continues on its validity. 

Adultery warrants severe punishment. Pre-marital sex is also considered sinful, albeit less severe. All shari'a laws regulating sexual conduct apply to both men and women equally, apart from those concerning menstruation

There are dissenting views on the topic of masturbation. While some scholars consider it unlawful and thus prohibited according to Islamic doctrine, others (such as those of the Hanbali doctrine) believe that those who masturbate out of fear of committing fornication or fear for their bodies have done nothing wrong and are not punished if (and only if) they are unable to marry. According to some hadiths however, men are encouraged to fast in order to avoid fornication and tempting oneself with sexual thoughts or conversations with opposite sex outside marriage is strongly discouraged.

Judaism

In the perspective of traditional Judaism, sex and reproduction are the holiest of acts one can do, the act through which one can imitate God, "The Creator", and in order to preserve its sanctity there are many boundaries and guidelines. Within the boundaries, there are virtually no outright strictures, and it is in fact obligatory. It prohibits sexual relations outside of heterosexual marriage, maintains biblical strictures on relations within marriage including observance of niddah, a prohibition on relations for a period including the menstrual period, and tzniut, requirements of modest dress and behavior. Traditional Judaism views the physical acts of adultery, incest, intentional waste of semen, men having anal sex with men, and male masturbation as grave sins. Judaism permits relatively free divorce, with Orthodox Judaism and Conservative Judaism requiring a religious divorce ceremony for a divorce to be religiously recognized. Worldwide movements in Judaism considered more liberal have rejected Jewish law as binding but rather inspirational and allegorical, so adapted perspectives more consistent with contemporary western general secular culture. 

Most of mainstream Judaism does not accept polyamory, although some people consider themselves Jewish and polyamorous. One prominent rabbi who does accept polyamory is Sharon Kleinbaum who was ordained in Reconstructionist Judaism which considers biblical Jewish law as not considered binding, but is treated as a valuable cultural remnant that should be upheld unless there is reason for the contrary. She is the senior rabbi at Congregation Beit Simchat Torah in New York which works independently of any major American Jewish denomination; R Kleinbaum says that polyamory is a choice that does not preclude a Jewishly observant, socially conscious life. Some polyamorous Jews also point to biblical patriarchs having multiple wives and concubines as evidence that polyamorous relationships can be sacred in Judaism. There is an email list dedicated to polyamorous Jews, called AhavaRaba, which roughly translates to "big love" in Hebrew. (Its name echoes the Ahava rabbah prayer expressing thanks for God's "abundant love".)

Conservative

Conservative Judaism, consistent with its general view that halakha (Jewish law) is a binding guide to Jewish life but subject to periodic revision by the Rabbinate, has lifted a number of strictures observed by Orthodox Judaism. In particular, in December 2006, Conservative Judaism's Committee on Jewish Law and Standards adopted responsa presenting diametrically opposed views on the issue of homosexuality. It adopted an opinion restricting a prior prohibition on homosexual conduct to male-male anal sex only, which it declared to be the only Biblical prohibition, declaring all other prohibitions (e.g. male-male oral sex or lesbian sex) rabbinic, and lifting all rabbinic restrictions based on its interpretation of the Talmudic principle of Kevod HaBriyot ("human dignity"). While declining to develop a form of religious gay marriage, it permitted blessing lesbian and gay unions and ordaining openly lesbian and gay rabbis who agree not to engage in male-male anal sex. It is also a traditionalist opinion, upholding all traditional prohibitions on homosexual activity, also adopted as a majority opinion, The approach permits individual rabbis, congregations, and rabbinical schools to set their own policy on homosexual conduct. It reflects a profound change from a prior blanket prohibition on male homosexual practices. It acknowledges a sharp divergence of views on sexual matters within Conservative Judaism, such that there is no single Conservative Jewish approach to matters of sexuality. Conservative Judaism currently straddles the divide between liberal and traditional opinion on sexual matters within contemporary American society, permitting both views.

Conservative Judaism has maintained on its books a variety of requirements and prohibitions, including a requirement that married women observe the family purity laws and a general prohibition on non-marital heterosexual conduct. The family purity laws require women to be recognized as tumah or niddah during their menstrual period. As a tumah, a woman is to wait 7 days for her menstrual cycle to end and then 7 "clean days" in order to enter the mikveh and begin sexual relations. During this time, it is forbidden to have any type of contact with the niddah, thus anything she touches is not to be touched and no physical contact is permitted. On the same day as the Committee on Jewish Law and Standards released its homosexuality responsa, it released multiple opinions on the subject of niddah including a responsum lifting certain traditional restrictions on husband-wife contact during the niddah period while maintaining a prohibition on sexual relations. The permissive responsum on homosexuality used the Conservative movement's approach to niddah as an analogy for construing the Biblical prohibition against male homosexual conduct narrowly and lifting restrictions it deemed Rabbinic in nature. The responsum indicated it would be making a practical analogy between an approach in which male homosexual couples would be on their honor to refrain from certain acts and its approach to niddah:
We expect homosexual students to observe the rulings of this responsum in the same way that we expect heterosexual students to observe the CJLS rulings on niddah. We also expect that interview committees, administrators, faculty and fellow students will respect the privacy and dignity of gay and lesbian students in the same way that they respect the privacy and dignity of heterosexual students.
The responsum enjoined young people not to be "promiscuous" and to prepare themselves for "traditional marriage" if possible, while not explicitly lifting or re-enforcing any express strictures on non-marital heterosexual conduct.

Even before this responsum, strictures on pre-marital sex had been substantially ignored, even in official circles. For example, when the Jewish Theological Seminary of America proposed enforcing a policy against non-marital cohabitation by rabbinical students in the 1990s, protests by cohabiting rabbinical students resulted in a complete rescission of the policy. 

Conservative Judaism formally prohibits interfaith marriage and its standards currently indicate it will expel a rabbi who performs an interfaith marriage. It maintains a variety of formal strictures including a prohibition on making birth announcements in synagogue bulletins for children on non-Jewish mothers and accepting non-Jewish individuals as synagogue members. However, interfaith marriage is relatively widespread among the Conservative laity, and the Conservative movement has recently adapted a policy of being more welcoming of interfaith couples in the hopes of interesting their children in Judaism.

Conservative Judaism, which was for much of the 20th century the largest Jewish denomination in the United States declined sharply in synagogue membership in the United States the 1990s, from 51% of synagogue memberships in 1990 to 33.1% in 2001, with most of the loss going to Orthodox Judaism and most of the rest to Reform. The fracturing in American society of opinion between increasingly liberal and increasingly traditionalist viewpoints on sexual and other issues, as well as the gap between official opinion and general lay practice vis-a-vis the more traditionalist and liberal denominations, may have contributed to the decline.

Orthodox

There are several levels to the observance of physical and personal modesty (tzniut), according to Orthodox Judaism, as derived from various sources in halakha. Observance of these rules varies from aspirational to mandatory to routine across the spectrum of Orthodox stricture and observance. 

Orthodox Judaism also maintains a strong prohibition on interfaith sexual relations and marriage. Orthodox Judaism, alone of all the Jewish denominations, retains relatively mild traditional disabilities on divorce, including a Biblical prohibition on a Kohen (priestly descendant of Aaron) marrying a divorcee or a woman who has engaged in certain types of sexual misconduct. An Orthodox bill of divorce is required for a divorce to be recognized.

Reform, Reconstructionist and Humanistic

Reform Judaism, Humanistic Judaism, and Reconstructionist Judaism do not observe or require traditional sexuality rules and have welcomed non-married and homosexual couples and endorsed homosexual commitment ceremonies and marriages.

Reform and Reconstructionist Judaism are more tolerant of interfaith marriage, and many rabbis in both communities will perform one. Humanistic Judaism permits interfaith marriage. Reform, Reconstructionist, and Humanistic Judaism also do not require a religious divorce ceremony separate from a civil divorce. 

It has been speculated that the more tolerant attitudes of Reform, Reconstructionist, and Humanistic Judaism towards both sexual diversity and interfaith marriage may have contributed to the rise in their popularity during the 1990s, from about 33% of affiliated households to 38%, making it pass Conservative Judaism as the largest Jewish denomination in the United States.

Indian religions

Buddhism

The most common formulation of Buddhist ethics are the five precepts and the Noble Eightfold Path, which say that one should neither be attached to nor crave sensual pleasure. These precepts take the form of voluntary, personal undertakings, not divine mandate or instruction.

Of the Five Precepts, the third vow is to refrain from sex with others' spouse, someone under age (namely, those protected by their parents or guardians), and who have taken vows of religious celibacy. In Chinese Buddhism, the third vow is interpreted to refrain from sex outside marriage.

Buddhist monks and nuns of most traditions are expected to refrain from all sexual activity and the Buddha is said to have admonished his followers to avoid unchastity "as if it were a pit of burning cinders." While laypersons may have sex within marriage, monks may not have sex at all.

Hinduism

Khajuraho Hindu and Jain temple complex is famous for erotic arts.
 
Erotic sculptures at the main Hindu temples of Khajuraho Group of Monuments
 
Religiously, Hindus begin life at the Brahmacharya or "student" stage, in which they are directed to chastely advance themselves educationally and spiritually to prepare themselves for a life of furthering their dharma (societal, occupational, parental, etc. duties) and karma (right earthly actions); only once they reach the Grihastya or "householder" stage can they seek kama (physical pleasure) and artha (worldly achievement, material prosperity) through marriage and their vocations, respectively.

The Kama Sutra (Discourse on Kāma) by Vatsayana, widely believed to be just a manual for sexual congress, offers an insight into sexual mores, ethics and societal rules that were prevalent at that time. Shringara Ras (Romance, one of the nine rasas or emotions). A drama in Sanskrit, Abhigyana Shakuntalam by Kalidasa, cited as one of the best examples of Shringara Ras, talks of the love story of Dushyanta and Shakuntala.

Neopaganism

Most Neopagan religions have the theme of fertility (both physical and creative/spiritual) as central to their practices, and as such encourage what they view as a healthy sex life, consensual sex between adults, regardless of gender.

Wicca, like other religions, has adherents with a broad spectrum of views ranging from conservative to liberal. It is a largely nondogmatic religion and has no prohibitions against sexual intercourse outside of marriage or relationships between members of the same sex. The religion's ethics are largely summed up by the Wiccan Rede: "An it harm none, do as thou wilt", which is interpreted by many as allowing and endorsing responsible sexual relationships of all varieties. Specifically in the Wiccan tradition of modern witchcraft, one of the widely accepted pieces of Craft liturgy, the Charge of the Goddess instructs that "...all acts of love and pleasure are [the Goddess'] rituals", giving validity to all forms of sexual activity for Wiccan practitioners. 

In the Gardnerian and Alexandrian forms of Wicca, the "Great Rite" is a sex ritual much like the hieros gamos, performed by a priest and priestess who are believed to embody the Wiccan God and Goddess. The Great Rite is almost always performed figuratively using the athame and chalice as symbols of the penis and vagina. The literal form of the ritual is always performed by consenting adults, by a couple who are already lovers and in private. The Great Rite is not seen as an opportunity for casual sex.

Satanism

LaVeyan Satanism is critical of Abrahamic sexual mores, considering them narrow, restrictive and hypocritical. Satanists are pluralists, accepting gays, lesbians, bisexuals, BDSM, polyamorists, transgender people, and asexuals. Sex is viewed as an indulgence, but one that should only be freely entered into with consent. The Eleven Satanic Rules of the Earth only give two instructions regarding sex: "Do not make sexual advances unless you are given the mating signal" and "Do not harm little children", though the latter is much broader and encompasses physical and other abuse. This has always been consistent part of CoS policy since its inception in 1966, as Peter H. Gillmore wrote in an essay supporting same sex marriage: "Finally, since certain people try to suggest that our attitude on sexuality is "anything goes" despite our stated base principle of "responsibility to the responsible," we must reiterate another fundamental dictate: The Church of Satan’s philosophy strictly forbids sexual activity with children as well as with non-human animals."

In that essay he also stated: "The Church of Satan is the first church to fully accept members regardless of sexual orientation and so we champion weddings/civil unions between adult partners whether they be of opposite or the same sex. So long as love is present and the partners wish to commit to a relationship, we support their desire for a legally recognized partnership, and the rights and privileges which come from such a union."

Taoism

In Chinese mythology, Jiutian Xuannü is the goddess of war, sex, and longevity. She is closely related to Sunü (素女), who is her divine sister. Both their names combined, as xuansu zhidao (玄素之道), signify the Daoist arts of the bedchamber. Most books bearing Jiutian Xuannü's name were about warfare, but there were a few books that were specifically about sex. The Xuannü Jing (玄女經, "Mysterious Woman Classic") and the Sunü Jing (素女經, "Natural Woman Classic"), both dating to the Han dynasty, were handbooks in dialogue form about sex. Texts from the Xuannü Jing have been partly incorporated into the Sui dynasty edition of the Sunü Jing. From the Han dynasty onwards, these handbooks would be familiar to the upper class. On the other side, during the Han dynasty, Wang Chong had criticized the sexual arts as "not only harming the body but infringing upon the nature of man and woman." During the Tang dynasty and earlier periods, Jiutian Xuannü was often associated with the sexual arts. The Xuannü Jing remained a familiar work among the literati during the Tang and Sui dynasties. The Dongxuanzi Fangzhong Shu (洞玄子房中術, "Bedchamber Arts of the Master of the Grotto Mysteries"), which was likely written by the 7th-century poet Liu Zongyuan, contains explicit descriptions of the sexual arts that was supposedly transmitted from Jiutian Xuannü. The sexual practices, that Jiutian Xuannü supposedly taught, were often compared to alchemy and physiological procedures for prolonging life. In Ge Hong's Baopu Zi, there's a passage in which Jiutian Xuannü tells Huangdi that sexual techniques are "like the intermingling of water and fire—it can kill or bring new life depending upon whether or not one uses the correct methods."

Tu'er Shen (Chinese: 兔儿神 or 兔神), The Leveret Spirit is a Chinese Shenist or Taoist deity who manages love and sex between men. His name is often colloquially translated as "Rabbit God". Wei-Ming Temple in the Yonghe District of New Taipei City in Taiwan is dedicated to Tu'er Shen. About 9000 pilgrims visit the temple each year to pray to find a suitable partner. The Wei-ming temple also performs love ceremony for gay couples.

Unitarian Universalism

Several UU congregations have undertaken a series of organizational, procedural and practical steps to become acknowledged as a "Welcoming Congregation": a congregation which has taken specific steps to welcome and integrate gay, lesbian, bisexual & transgender (LGBT) members. UU ministers perform same-sex unions and now same-sex marriages where legal (and sometimes when not, as a form of civil protest). On June 29, 1984, the Unitarian Universalists became the first major church "to approve religious blessings on homosexual unions." Unitarian Universalists have been in the forefront of the work to make same-sex marriages legal in their local states and provinces, as well as on the national level. Gay men, bisexuals, and lesbians are also regularly ordained as ministers, and a number of gay, bisexual, and lesbian ministers have, themselves, now become legally married to their partners. In May 2004, Arlington Street Church was the site of the first state-sanctioned same-sex marriage in the United States. The official stance of the UUA is for the legalization of same-sex marriage—"Standing on the Side of Love." In 2004 UU Minister Rev. Debra Haffner of The Religious Institute on Sexual Morality, Justice, and Healing published An Open Letter on Religious Leaders on Marriage Equality to affirm same-sex marriage from a multi-faith perspective. In December 2009, Washington, DC Mayor Adrian Fenty signed the bill to legalize same-sex marriage for the District of Columbia in All Souls Church, Unitarian (Washington, D.C.)

Unitarian Universalists for Polyamory Awareness is a group within Unitarian Universalism whose vision is "for Unitarian Universalism to become the first poly-welcoming mainstream religious denomination."

Western esotericism and occultism

Aleister Crowley in ceremonial garb, 1912.
 
Sex magic is a term for various types of sexual activity used in magical, ritualistic, or otherwise religious and spiritual pursuits found within Western esotericism which is a broad spectrum of spiritual traditions found in Western society, or refers to the collection of the mystical, esoteric knowledge of the Western world.. One practice of sex magic is using the energy of sexual arousal or orgasm with visualization of a desired result. A premise of sex magic is the concept that sexual energy is a potent force that can be harnessed to transcend one's normally perceived reality. The earliest known practical teachings of sex magic in the Western world come from 19th-century American occultist Paschal Beverly Randolph, under the heading of The Mysteries of Eulis. In the latter part of the 19th century, sexual reformer Ida Craddock published several works dealing with sacred sexuality, most notably Heavenly Bridegrooms and Psychic Wedlock. Aleister Crowley reviewed Heavenly Bridegrooms in the pages of his journal The Equinox, stating that it was:
...one of the most remarkable human documents ever produced, and it should certainly find a regular publisher in book form. The authoress of the MS. claims that she was the wife of an angel. She expounds at the greatest length the philosophy connected with this thesis. Her learning is enormous.
...This book is of incalculable value to every student of occult matters. No Magick library is complete without it.
Aleister Crowley became involved with Theodor Reuss and Ordo Templi Orientis following the publication of The Book of Lies between 1912 and 1913. According to Crowley's account, Reuss approached him and accused him of having revealed the innermost (sexual) secret of O.T.O. in one of the cryptic chapters of this book. When it became clear to Reuss that Crowley had done so unintentionally, he initiated Crowley into the IX° (ninth degree) of O.T.O. and appointed him "Sovereign Grand Master General of Ireland, Iona and all the Britains."

While the O.T.O. included, from its inception, the teaching of sex magick in the highest degrees of the Order, when Crowley became head of the Order, he expanded on these teachings and associated them with different degrees as follows:
  • VIII°: masturbatory or autosexual magical techniques were taught, referred as the Lesser Work of Sol
  • IX°: heterosexual magical techniques were taught
  • XI°: anal intercourse magical techniques were taught.
Professor Hugh Urban, Professor of Comparative Religion at The Ohio State University, noted Crowley's emphasis on sex as "the supreme magical power". According to Crowley:
The Book of the Law solves the sexual problem completely. Each individual has an absolute right to satisfy his sexual instinct as is physiologically proper for him. The one injunction is to treat all such acts as sacraments. One should not eat as the brutes, but in order to enable one to do one's will. The same applies to sex. We must use every faculty to further the one object of our existence.

Sex differences in education

From Wikipedia, the free encyclopedia
 
A world map showing countries by gender difference in literacy rate
 
Since the 20th century, girls have been increasingly likely to attend school and college.
 
Sex differences in education are a type of sex discrimination in the education system affecting both men and women during and after their educational experiences. Men are more likely to be literate on a global average, although women are more prevalent at reading in some countries. Men and women find themselves having gender differences when attaining their educational goals. Although men and women can have the same level of education, it is more difficult for women to have higher management jobs, and future employment and financial worries can intensify. Men tended to receive more education than women in the past, but the gender gap in education has reversed in recent decades in most Western countries and many non-Western countries.

Inequalities in Education around the World

Gender based inequalities in education around the world, according to UNESCO, are mainly determined by "poverty, geographical isolation, minority status, disability, early marriage and pregnancy and gender-based violence". Only in North America, Latin America and the Caribbean are girls as or more likely to attend school than boys. In the rest of the world, more girls remain out of school than boys and "women make up two thirds of the 750 million adults without basic literacy skills". The differences between girls' and boys' enrolment rates are largest in the Middle East and in Sub-Saharan Africa. 

Net Enrollment Rate, Primary
Region Male(%) Female(%)
Arab States 85.86 82.81
East Asia & Pacific 95.61 95.53
Europe & Central Asia 96.00 95.86
Latin America & Caribbean 91. 73 91.76
Middle East & North Africa 95.23 91.80
North America 93.38 93.87
South Asia 89.72 88.55
Sub-Saharan Africa 80.02 75.83

Differences in adults' educational achievement are larger than differences in children's school enrollment rates. This reflects past inequalities in access to education, particularly access to higher education. Gender differences in educational attainment are largest in South Asia, where 60.6% of men have at least some secondary education, compared to 39.8% of women. 

Population 25 years or older with at least some secondary education
Regions Male (%) Female(%)
Arab States 54.6 45.1
East Asia & Pacific 75.5 67.8
Europe & Central Asia 85.9 78.4
Latin America & Caribbean 59.1 59.5
South Asia 60.6 39.8
Sub-Saharan Africa 39.2 28.8
Least Developed Countries 34.3 25.0

The countries with the largest difference between men's and women's average years of schooling are Afghanistan and India. In Afghanistan, the average male has 6 years of schooling, compared to 1.9 years for the average female.

Top 10 Countries with the biggest difference in mean years of schooling (2017)
Country Male Female Difference
Afghanistan 6 1.9 4.1
India 8.2 4.8 3.4
Equatorial Guinea 7.3 6.7 3.3
Togo 6.5 3.3 3.2
Congo (Democratic Republic of the) 8.4 5.3 3.1
Cameroon 7.6 4.7 2.9
Nepal 6.4 3.6 2.8
Pakistan 6.5 3.8 2.7
Liberia 6.1 3.5 2.6
Central African Republic 5.6 3 2.6

Developed Countries

In developed countries, women are still underrepresented in science, technologies, engineering and mathematics. According to OECD 71% of men graduates with a science degree work as professionals in physics, mathematics and engineering, where as only 43% women work as professionals. "Fewer then 1 in 3 engineering graduates, and fewer than 1 in 5 computer science graduates are female". This gap is likely caused by stereotypes and a difference in encouragement in primary and secondary education.

Second Sexism In Education

Sex discrimination against males also happens in education. We might call discrimination against males as the "second sexism". This kind of sexism is not taken seriously even by people who oppose sex discrimination. Second sexism in education, together with obvious sexrole stereotypes, make male students face more punishment in school than female students.

Grading bias in schools against boys

What perception teachers made to students can influence the grade students can get. And the discrimination against male students will often happen here. Brophy and Good (1974) reviewed studies show that male students will be considered more negative than female students by teachers, especially female teachers, in elementary school. Many teachers feel more connection to girls and feel rejecting toward boys which lead to a negative relationship with boys. For this reason, male students will more likely receive lower grade than female students because of teachers' grading bias. There is also a studied from Yarrow, Waxier, and Scott (1971) show that male students will receive more criticism because of their gender.

Gender differences in Education based on Teacher's Gender

Gender discrimination in education exists as well from differential treatment students receive by either male or female teachers. In Newfoundland, Jim Duffy et al. found teachers may have higher expectations for boys in math and science, and for girls; higher expectations in language. Teachers were found to also have a tendency to praise students matching gender expected norms. Students were praised more often by female mathematics teachers than female literature teachers, but praise was more often given by male literature teachers occurred than by male mathematics teachers. Criticism has also been found to be directed toward male students significantly more often than female students in both literature, and mathematics classes, regardless of teacher's gender.  Altermatt suggested however that a greater number of teacher-student interactions may be directed at boys as a result of boy students initiating more interaction.

In a study done by Paulette B. Taylor, video tapes depicting the same inappropriate behavior (pencil tapping, disturbing others, and mild rebukes to the teacher)  of 4 different students; An African American male and female, and a white male and female. 87 inservice teachers, and 99 preservice teachers viewed the tapes, which where also broken down into African American male and female groups, as well as white male and female teacher-participant groups. Participants were then asked to complete a 32 item behavior rating scale focusing on individual teacher perceptions of students in video tape. Analysis revealed statistical significance in differences related to the gender of the teacher to perception of the African American female student being viewed as most troublesome. However no statistical significance was found in students ratings in relation to ethnic backgrounds of the teachers, or interaction of ethnicity and gender. Male teachers rated students higher on impulsivity than female teachers in general, however the only statistically significant find was in the rating of African American female students of all participant groups.

Forms of sex discrimination in education

Sex discrimination in education is applied to women in several ways. First, many sociologists of education view the educational system as an institution of social and cultural reproduction. The existing patterns of inequality, especially for gender inequality, are reproduced within schools through formal and informal processes. In Western societies, these processes can be traced all the way back to preschool and elementary school learning stages. Research such as May Ling Halim et al.'s 2013 study has shown that children are aware of gender role stereotypes from a young age, with those who are exposed to higher levels of media, as well as gender stereotyped behavior from adults holding the strongest perception of gender stereotypical roles, regardless of ethnicity. Indeed, Sandra Bem's gender schema theory identifies that children absorb gender stereotypes by observing the behavior of humans around them and then imitate the actions of those they deem to be of their own gender. Thus, if children attain gender cues from environmental stimuli, it stands to reason that the early years of a child's education are some of the most formative for developing ideas about gender identity and can potentially be responsible for reinforcing harmful notions of disparity in the roles of males and females. Jenny Rodgers identifies that gender stereotypes exist in a number of forms in the primary classroom, including the generalization of attainment levels based upon sex and teacher attitudes towards gender appropriate play.

Hidden curriculum

In her 1978 quantitative study, Katherine Clarricoates conducted field observations and interviews with British primary school teachers from a range of schools located in both rural and urban and wealthy and less wealthy areas. Her study confirms that Rodgers' assertions about gender stereotypes and discrimination were widely seen in the classrooms. In an extract from one of the interviews, a teacher claimed that it is "subjects like geography…where the lads do come out…they have got the facts whereas the girls tend to be a bit more woollier in most of the things".  Meanwhile, other teachers claimed that "they (girls) haven't got the imagination that most of the lads have got" and that "I find you can spark the boys a bit easier than you can the girls…Girls have got their own set ideas – it's always '…and we went home for tea'… Whereas you can get the boys to write something really interesting…".  In another interview, a teacher perceived gender behavioral differences, remarking "…the girls seem to be typically feminine whilst the boys seem to be typically male…you know, more aggressive... the ideal of what males ought to be",  while another categorized boys as more "aggressive, more adventurous than girls". When considering Bem's gender schema theory in relation to these statements, it is not difficult to see how male and female pupils may pick up various behavioral cues from their teachers' gender differentiation and generalizations which then manifest themselves in gendered educational interests and levels of attainment. Clarricoates terms this bias the "hidden curriculum" as it is deviant from the official curriculum which does not discriminate based on gender. She notes that it arises from a teacher's own underlying beliefs about gendered behavior and causes them to act in favor of the boys but to the detriment of the girl pupils. This ultimately leads to the unfolding of a self-fulfilling prophecy in the academic and behavioral performances of the students. Citing Patricia Pivnick's 1974 dissertation on American primary schools, Clarricoates posits that
It is possible that by using a harsher tone for controlling the behavior of boys than for girls, the teachers actually foster the independent and defiant spirit which is considered 'masculine' in our culture…At the same time, the 'femininity' which the teachers reinforced in girls may foster the narcissism and passivity which results in lack of motivation and achievement in girls.
This analysis highlights the lifelong hindrances that the "hidden curriculum" of teachers can inflict on both genders.

Linguistic sexism

Another element of the "hidden curriculum" Clarricoates identifies is linguistic sexism. She defines this term as the consistent and unconscious use of words and grammatical forms by teachers that denigrate women and emphasize the assumed superiority of men, not only in lesson content but also in situations of disciplinary procedure. One example of this she cites is the gendering of animal and inanimate characters. She states that teachers, together with TV presenters and characters as well as curricular materials all refer to dinosaurs, pandas, squirrels and mathematical characters as "he", conveying to young children that these animals all only come in the male gender. Meanwhile, only motherly figures such as ladybirds, cows and hens are referred to as "she". As a result, school books, media and curriculum content all give students the impression that females do not create history which contributes to the damaging assumption that females cannot transform the world, whereas men can. 

In addition, Clarricoates discusses the linguistic sexism inherent to the adjective choice of teachers when admonishing or rewarding their pupils. She notes that "if boys get out of hand they are regarded as 'boisterous', 'rough', 'assertive', 'rowdy' and 'adventurous'", whereas girls were referred to as "'fussy', 'bitchy', giggly', 'catty' and 'silly'". According to Clarricoates' previously stated observations, the terms applied to boys imply positive masculine behavior, meanwhile the categories used for girls are more derogatory. This difference in teachers' reactions to similar behaviors can again be seen as contributing to the development of gender stereotyped behaviors in young pupils. Another element of linguistic sexism that Clarricoates identifies is the difference in the treatment of male and female pupils' use of "improper language" by their teachers; girls tended to be censured more harshly compared to boys, due to unconscious biases about gender appropriate behavior. While girls were deemed as "unladylike" for using "rough" speech, the same speech uttered by their male counterparts was regarded as a part of normal masculine behavior, and they were thus admonished less harshly. This creates a linguistic double standard which can again be seen to contribute to long-term gender disparities in behavior.

Clarricoates concludes her study by observing that there is a "catch 22" situation for young female pupils. If a girl conforms to institutional ideals by learning her lessons well, speaking appropriately and not bothering the teacher then her success is downplayed in comparison to the equivalent behavior in a male pupil. Indeed, she is regarded as "passive", or a "goody-goody" and as "lesser" than her male pupils. As a result, this reinforcement will foster submissiveness and self-depreciation; qualities which society does not hold in great esteem. However, if she does not conform then she will be admonished more harshly than her equivalent male pupils and also be viewed in a more negative light. She will be regarded as problematic and disruptive to the class, which may ultimately impact her academic performance and career prospects in the future. Furthermore, if she is able to survive the school institution as an assertive and confident individual then she will still face many challenges in the workplace, where these characteristics in women are often perceived as "bossy" or "overbearing". 

Dominance of heteronormativity

Rodgers identifies that another challenge to gender equality in the elementary school classroom is the dominance of heteronormativity and heterosexual stereotypes. Citing the research of Guasp, she maintains that heteronormative discourse still remains the norm, both in schools and in wider western society. She notes that gender and heterosexual stereotypes are intrinsically linked, due to expectations of females being sexually attracted to males and vice versa, as part of their gender performance. Thus, one of the major challenges to gender equality is the concealment of sexual diversity under the dominance of heteronormativity. Rodgers identifies that although the 1988 Education Reform Act in the United Kingdom helped to increase opportunities for gender diversity by ensuring that both sexes study the same core subjects, on the other hand, heterosexual stereotyping was exacerbated by the passing of Section 28 of the 1988 Local Government Act, which decreed homosexuality "as a pretended family relationship." This caused a significant hindrance in the widespread acceptance of homosexuality and thus, the progression of gender equality in schools.  Despite the 2003 repeal of this act, the pupils most at risk of discrimination as a result of gender biases in the "hidden curriculum", are still those who do not conform to gender and heterosexual stereotypes. Indeed, Rodgers cites these teaching approaches as conforming to hegemonic masculinity, and attributes this method to the marginalization of students who do not conform to their stereotypical gender roles. 

Another way the educational system discriminates towards females is through course-taking, especially in high school. This is important because course-taking represents a large gender gap in what courses males and females take, which leads to different educational and occupational paths between males and females. For example, females tend to take fewer advanced mathematical and scientific courses, thus leading them to be ill-equipped to pursue these careers in higher education. This can further be seen in technology and computer courses.

School girls in Afghanistan
 
Cultural norms may also be a factor causing sex discrimination in education. For example, society suggests that women should be mothers and responsible for the bulk of child rearing. Therefore, women feel compelled to pursue educational pathways that lead to occupations that allow for long leaves of absence, so they can be stay-at-home mothers. Child marriages can be another determining factor in ending the formal education and literacy rates of women in various parts of the world. According to research conducted by UNICEF in 2013, one out of three girls across the developing world is married before the age of 18. As an accepted practice in many cultures, the investment in a girl's education is given little importance, whereas emphasis is placed on men and boys to be the 'breadwinners.'

A hidden curriculum may further add to discrimination in the educational system. Hidden curriculum is the idea that race, class, and gender have an influence on the lessons that are taught in schools. Moreover, it is the idea that certain values and norms are instilled through curriculum. For example, U.S. history often emphasizes the significant roles that white males played in the development of the country. Some curriculum have even been rewritten to highlight the roles played by white males. An example of this would be the way wars are talked about. Curriculum's on the Civil War, for instance, tend to emphasize the key players as Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln. Whereas woman or men of color such as Harriet Tubman as a spy for the Union, Harriet Beecher Stowe or Frederick Douglass, are downplayed from their part in the war. Another part is that the topics being taught are masculine or feminine. Shop classes and advanced sciences are seen as more masculine, whereas home economics, art, or humanities are seen as more feminine. The problem comes when students receive different treatment and education because of his or her gender or race. Students may also be socialized for their expected adult roles through the correspondence principle laid out by sociologists including Samuel Bowles and Herbert Gintis. Girls may be encouraged to learn skills valued in female-dominated fields, while boys might learn leadership skills for male-dominated occupations. For example, as they move into the secondary and post-secondary phases of their education, boys tend to gravitate more toward STEM courses than their female classmates.

Differential treatment in Parental Involvement

Child development in educational areas can also be influenced by the treatment a child receives from his/her parents. In a study by Rebecca Carter, of which private and public school 8th graders were looked at using the National Education Longitudinal Study (NELS), a study which provides many details regarding parental involvement in their child's educational attainment. The data found that females engaged in school discussion with their parents more frequently than male counterparts, however when controlling for test scores, grades, and educational aspirations there was a reduction in magnitude of the gender effect of school discussions, but still maintaining its significance. Its also been found that parents are more involved with school on behalf of their sons, but involvement was not known to be purely academic, or for behavioral/non academic reasons. There was also no difference found in time limits placed on watching television between males/females after school. However, it was noted that females were more likely than males to have less time spent socializing with friends based on parental involvement, reflecting the concept that parents put forth greater efforts to protect their daughters. Data has also shown that parental attendance at school events is greater for daughters than for sons, and when controlling for academic factors it has been found that over half of the gender differences that had been found were explained by academic factors, meaning that parental involvement in these events were influenced by daughter's academic performance.

Gender discrimination in education also exist from household discrimination. Parents may spend differently based on gender of their children which is an unequal treatment. Shaleen Khanal studied the expenditure people spent on girls and boys in Nepal. Based on his research, he found that parents spend in education expenditure, compared to boys, is 20% less on girls which is very unequal. The expenditure difference including spending unequally on students' fee, textbooks, school supplies like school bags, uniforms and other education expenditure. And this kind of discrimination is rising in Nepal. Also, parents in Nepal are more willing to spend more money in order to let boys to go to private school for the better education. This phenomenon is more pronounced in Nepal' s rural area, but it happened in urban areas as well.

Consequences of sex discrimination in education

School girl in Sri Lanka
 
Discrimination results for the most part, being in low status, sex-stereotyped occupations, which in part is due to gender differences in majors. They also have to endure the main responsibilities of domestic tasks, even though their labor force participation has increased. Sex discrimination in high school and college course-taking also results in women not being prepared or qualified to pursue more prestigious, high paying occupations. Sex discrimination in education also results in women being more passive, quiet, and less assertive, due to the effects of the hidden curriculum.

However, in 2005, USA Today reported that the "college gender gap" was widening, stating that 57% of U.S. college students are female. This gap has been gradually widening, and as of 2014, almost 45% of women had a bachelor's degree, compared to 32% of men with a bachelor's degree.

Classroom interactions can also have unseen consequences. Because gender is something we learn, day-to-day interactions shape our understandings of how to do gender. Teachers and staff in an elementary may reinforce certain gender roles without thinking. Their communicative interactions may also single out other students. For example, a teacher may call on one or two students more than the others. This causes those who are called on less to be less confidant. A gendered example would be a teacher expecting a girl to be good at coloring or a boy to be good at building. These types of interactions restrict a student to the particular role assigned to them.

Other consequences come in the form of what is communicated as appropriate behaviors for boys and girls in classes like physical education. While a teacher may not purposely try to communicate these differences, they may tend to make comments based on gender physical ability. For example, a male may be told that he throws like a girl which perpetuates him to become more masculine and use brute force. A female, on the other hand, might be told she is too masculine looking to where she becomes more reserved and less motivated.

Some gender discrimination, whether intentional or not, also effects the positions students may strive for in the future. Females may not find interest in science, technology, engineering, or math (STEM), because they have not been exposed to those types of classes. This is because interactions within the school and society are pushing them towards easier, more feminine classes, such as home economics or art. They also might not see many other women going into the STEM field. This then lowers the number of women in STEM, further producing and continuing this cycle. This also has a similar effect on males. Because of interactions from teachers, such as saying boys do not usually cook, males may then be less likely to follow careers such as a chef, an artist, or a writer.

Since the 1990s, enrollment on university campuses across Canada has risen significantly. Most notable is the soaring rates of female participants, which has surpassed the enrollment and participation rates of their male counterparts. Even in the United States, there is a significant difference in the male to female ratio in campuses across the country, where the 2005 averages saw male to female university participants at 43 to 57. Although it is important to note that the rates of both sexes participating in post-secondary studies is increasing, it is equally important to question why female rates are increasing more rapidly than male participation rates. Christofides, Hoy, and Yang study the 15% male to female gap in Canadian universities with the idea of the University Premium. Drolet further explains this phenomenon in his 2007 article, "Minding the Gender Gap": "A university degree has a greater payback for women relative to what they could have earned if they only had a high-school diploma because men traditionally have had more options for jobs that pay well even without post-secondary education."

Gender gap in literacy

The latest national test scores, collected by the NAEP assessment, show that girls have met or exceeded the reading performance of boys at all age levels. The literacy gap in fourth grade is equivalent to males being developmentally two years behind the average girl in reading and writing. At the middle school level, statistics from the Educational Testing Service show that the gap between eight-grade males and females is more than six times greater than the differences in mathematical reasoning, mathematical reasoning favoring males. These findings have spanned across the globe as the International Association for Evaluation of Educational Achievement (IEA) found gender to be the most powerful predictor of performance in a study of 14 countries.

Booth, Johns, and Bruce state that at both national and international levels "male students do not do as well as girls in reading and writing and appear more often in special education classes, dropout rates and are less likely to go to university". Boys face a multitude of difficulties when it comes to literacy and the article lists some of the possible areas of literacy education where these difficulties could stem from. These include, but are not limited to, their own gender identity, social and cultural issues, religion, technology, school cultures, teaching styles, curriculum, and the failures of pre-service and in-service teaching courses.

It is also important to consider two aspects of boys and literacy education as raised in the Booth article, which draws from the 2002 work of Smith and Wilhelm. The first is achievement; boys typically take longer to learn than girls do, although they excel over females when it comes to "information retrieval and work-related literacy tasks". It is important, therefore, for the teacher to provide the appropriate activities to highlight boys' strengths in literacy and properly support their weaknesses. Also, boys tend to read less than girls in their free time. This could play a role in the fact that girls typically "comprehend narrative and expository texts better than boys do". In his 2009 book Grown Up Digital, Tapscott writes that there are other methods to consider in order to reach boys when it comes to literacy: "Boys tend to be able to read visual images better... study from California State University (Hayword) saw test scores increase by 11 to 16% when teaching methods were changed to incorporate more images". Smith and Wilhelm say that boys typically have a "lower estimation of their reading abilities" than girls do.

Possible solutions and implementation

One attempted change made to literacy instruction has been the offering of choice in classroom gender populations. In Hamilton, Ontario, Cecil B. Stirling Elementary/Junior School offered students in grades 7 and 8, and their parents, a choice between enrolling in a boys-only, girls-only or co-ed literacy course. Single-gender classes were most popular, and although no specific studies have shown a statistical advantage to single-gender literacy classes, the overall reaction by boys was positive: "I like that there's no girls and you can't be distracted. [. . .] You get better marks and you can concentrate more." However a 2014 meta-analysis based on 84 studies representing the testing of 1.6 million students in Grades K-12 from 21 nations published in the journal of Psychological Bulletin, found no evidence that the view single sex schooling is beneficial over co-gendered schools.

With boys-only classrooms not always being possible, it then becomes the responsibility of the literacy instructor to broaden the definition of literacy from fiction-rich literacy programs to expose students to a variety of texts including factual and nonfiction texts (magazines, informational texts, etc.) that boys are already often reading; provide interest and choice in literacy instruction; expand literacy teaching styles to more hands-on, interactive and problem-solving learning, appealing to a boy's strengths; and to provide a supportive classroom environment, sensitive to the individual learning pace of each boy and providing of a sense of competence.

Other everyday practices that attempt to "close the gender gap" of literacy in the classroom can include:
  • Tapping into visual-spatial strengths of boys. (Filmstrips/Comics)
  • Using hands-on materials. (Websites, handouts)
  • Incorporating technology. (Computer Learning Games, Cyberhunts)
  • Allowing time for movement. (Reader's Theaters and plays, "Active" Mnemonics)
  • Allowing opportunities for competition. (Spelling Bees, Jeopardy, Hangman)
  • Choosing books that appeal to boys. ("Boy's Rack" in Classroom Library)
  • Providing male role models. (High-school Boys Tutoring Younger Boys in Reading, Reading/Speaking Guests)
  • Boys-only reading programs. (Boys-only Book Club)

The gender gap and homeschooled children

Schools are not philosophical, social or cultural vacuums. The social structure of many schools do not produce adequate results for many boys. Many parents who home school their children observe that there is a smaller gender divide in academic test results. One study by the HSLDA revealed homeschooled boys (87th percentile) and girls (88th percentile) scored equally well. Racial disparity and disparity based on socioeconomic background is also less pronounced. A major factor in student achievement is whether a parent had attained a tertiary education.

Sex differences in academics

A 2014 meta-analysis of sex differences in scholastic achievement published in the journal of Psychological Bulletin found females outperformed males in teacher-assigned school marks throughout elementary, junior/middle, high school and at both undergraduate and graduate university level. The meta-analysis done by researchers Daniel Voyer and Susan D. Voyerwas from the University of New Brunswick drew from 97 years of 502 effect sizes and 369 samples stemming from the year 1914 to 2011, and found that the magnitude of higher female performance was not affected by year of publication, thereby contradicted recent claims of "boy crisis" in school achievement. Another 2015 study by researchers Gijsbert Stoet and David C. Geary from the journal of Intelligence found that girl's overall education achievement is better in 70 percent of all the 47-75 countries that participated in PISA. The study consisting of 1.5 million 15-year-olds found higher overall female achievement across reading, mathematics, and science literacy and better performance across 70% of participating countries, including many with considerable gaps in economic and political equality, and they fell behind in only 4% of countries. In summary, Stoet and Geary said that sex differences in educational achievement are not reliably linked to gender equality.

Improvement of sex discrimination in education

Although there are still many sex discrimination happening in education, improvements were made in many countries. Especially in some developing countries, the improvement of economic make government pay more attention on education which is helpful for increasing gender equality in education. Also, relevant law also play an important role on decreasing gender discrimination in education.

China

China used to have big gender inequality issues in education, but the huge economic and societal development since the 1980s actually became a major factor in improving gender equality. The Government has more money to invest into the education system, and more schools were built during these years. People including girls have more opportunities to go to school. However, there is still a notable difference in gender equality in education between urban and rural areas.

United States

In the last century, the passing of the Title IX made a significant progress in gender equality in education. The law intervenes not only decrease the sex discrimination on campus but also make female have equal opportunity as male to go to school. Before 1970s, the discrimination in admission blocked many females from school. Title IX required school admission must treat women and men equally and also decrease the society pressure put on women in education.

Friday, July 12, 2019

Right to education

From Wikipedia, the free encyclopedia
 
The right to education has been recognized as a human right in a number of international conventions, including the International Covenant on Economic, Social and Cultural Rights which recognizes a right to free, compulsory primary education for all, an obligation to develop secondary education accessible to all, on particular by the progressive introduction of free secondary education, as well as an obligation to develop equitable access to higher education, ideally by the progressive introduction of free higher education. Today, almost 70 million children across the world are prevented from going to school each day. As of 2015, 164 states were parties to the Covenant.
 
The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education from the school and college levels. In addition to these access to education provisions, the right to education encompasses the obligations of the students to avoid discrimination at all levels of the educational system, to set minimum standards of education and to improve the quality of education.is it right

International legal basis

The right to education is reflected in international law in Article 26 of the Universal Declaration of Human Rights and Articles 13 and 14 of the International Covenant on Economic, Social and Cultural Rights. Article 26 states:
"Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. Parents have a prior right to choose the kind of education that shall be given to their children."

In Europe, Article 2 of the first Protocol of 20 March 1952 to the European Convention on Human Rights states that the right to education is recognized as a human right and is understood to establish an entitlement to education. According to the International Covenant on Economic, Social and Cultural Rights, the right to education includes the right to free, compulsory primary education for all, an obligation to develop secondary education accessible to all in particular by the progressive introduction of free secondary education, as well as an obligation to develop equitable access to higher education in particular by the progressive introduction of free higher education. The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses also the obligation to eliminate discrimination at all levels of the educational system, to set minimum standards, and to improve quality. The European Court of Human Rights in Strasbourg has applied this norm for example in the Belgian linguistic case. Article 10 of the European Social Charter guarantees the right to vocational education.

Definition

Education is formal institutional instructions. Generally, international instruments use the term in this sense and the right to education, as protected by international human rights instruments, refers primarily to education in a narrow sense. The 1960 UNESCO Convention against Discrimination in Education defines education in Article 1(2) as: "all types and levels of education, (including such) access to education, the standard and quality of education, and the conditions under which it is given."

In a wider sense education may describe "all activities by which a human group transmits to its descendants a body of knowledge and skills and a moral code which enable the group to subsist".[11] In this sense education refers to the transmission to a subsequent generation of those skills needed to perform tasks of daily living, and further passing on the social, cultural, spiritual and philosophical values of the particular community. The wider meaning of education has been recognised in Article 1(a) of UNESCO's 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms.
"[T]he entire process of social life by means of which individuals and social groups learn to develop consciously within, and for the benefit of, the national and international communities, the whole of their personal capabilities, attitudes, aptitudes and knowledge."
The European Court of Human Rights has defined education in a narrow sense as "teaching or instructions... in particular to the transmission of knowledge and to intellectual development" and in a wider sense as "the whole process whereby, in any society, adults endeavour to transmit their beliefs, culture and other values to the young."

Assessment of fulfilment

The fulfilment of the right to education can be assessed using the 4 As framework, which asserts that for education to be a meaningful right it must be available, accessible, acceptable and adaptable. The 4 As framework was developed by the former UN Special Rapporteur on the Right to Education, Katarina Tomasevski, but is not necessarily the standard used in every international human rights instrument and hence not a generic guide to how the right to education is treated under national law.

The 4 As framework proposes that governments, as the prime duty-bearers, have to respect, protect and fulfil the right to education by making education available, accessible, acceptable and adaptable. The framework also places duties on other stakeholders in the education process: the child, which as the privileged subject of the right to education has the duty to comply with compulsory education requirements, the parents as the ‘first educators’, and professional educators, namely teachers.

The 4 As have been further elaborated as follows:
  • Availability – funded by governments, education is universal, free and compulsory. There should be proper infrastructure and facilities in place with adequate books and materials for students. Buildings should meet both safety and sanitation standards, such as having clean drinking water. Active recruitment, proper training and appropriate retention methods should ensure that enough qualified staff is available at each school.
  • Accessibility – all children should have equal access to school services, regardless of gender, race, religion, ethnicity or socio-economic status. Efforts should be made to ensure the inclusion of marginalized groups including children of refugees, the homeless or those with disabilities; in short there should be universal access to education i.e. access to all. Children who fall into poverty should be granted the access of education because it enhances the growth of their mental and social state. There should be no forms of segregation or denial of access to any students. This includes ensuring that proper laws are in place against any child labour or exploitation to prevent children from obtaining primary or secondary education. Schools must be within a reasonable distance for children within the community, otherwise transportation should be provided to students, particularly those that might live in rural areas, to ensure ways to school are safe and convenient. Education should be affordable to all, with textbooks, supplies and uniforms provided to students at no additional costs.
  • Acceptability – the quality of education provided should be free of discrimination, relevant and culturally appropriate for all students. Students should not be expected to conform to any specific religious or ideological views. Methods of teaching should be objective and unbiased and material available should reflect a wide array of ideas and beliefs. Health and safety should be emphasized within schools including the elimination of any forms of corporal punishment. Professionalism of staff and teachers should be maintained.
  • Adaptability – educational programs should be flexible and able to adjust according to societal changes and the needs of the community. Observance of religious or cultural holidays should be respected by schools in order to accommodate students, along with providing adequate care to those students with disabilities.
A number of international NGOs and charities work to realise the right to education using a rights-based approach to development.

Historical development

In Europe, before the Enlightenment of the eighteenth and nineteenth century, education was the responsibility of parents and the church. With the French and American Revolution, education was established also as a public function. It was thought that the state, by assuming a more active role in the sphere of education, could help to make education available and accessible to all. Education had thus far been primarily available to the upper social classes and public education was perceived as a means of realising the egalitarian ideals underlining both revolutions.

However, neither the American Declaration of Independence (1776) nor the French Declaration of the Rights of Man (1789) protected the right to education, as the liberal concepts of human rights in the nineteenth century envisaged that parents retained the primary duty for providing education to their children. It was the states obligation to ensure that parents complied with this duty, and many states enacted legislation making school attendance compulsory. Furthermore, child labour laws were enacted to limit the number of hours per day children could be employed, to ensure children would attend school. States also became involved in the legal regulation of curricula and established minimum educational standards.

In On Liberty John Stuart Mill wrote that an "education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments, carried on for the purpose of example and stimulus to keep the others up to a certain standard of excellence." Liberal thinkers of the nineteenth century pointed to the dangers to too much state involvement in the sphere of education, but relied on state intervention to reduce the dominance of the church, and to protect the right to education of children against their own parents. In the latter half of the nineteenth century, educational rights were included in domestic bills of rights. The 1849 Paulskirchenverfassung, the constitution of the German Empire, strongly influenced subsequent European constitutions and devoted Article 152 to 158 of its bill of rights to education. The constitution recognised education as a function of the state, independent of the church. Remarkable at the time, the constitution proclaimed the right to free education for the poor, but the constitution did not explicitly require the state to set up educational institutions. Instead the constitution protected the rights of citizens to found and operate schools and to provide home education. The constitution also provided for freedom of science and teaching, and it guaranteed the right of everybody to choose a vocation and train for it.

The nineteenth century also saw the development of socialist theory, which held that the primary task of the state was to ensure the economic and social well-being of the community through government intervention and regulation. Socialist theory recognised that individuals had claims to basic welfare services against the state and education was viewed as one of these welfare entitlements. This was in contrast to liberal theory at the time, which regarded non-state actors as the prime providers of education. Socialist ideals were enshrined in the 1936 Soviet Constitution, which was the first constitution to recognise the right to education with a corresponding obligation of the state to provide such education. The constitution guaranteed free and compulsory education at all levels, a system of state scholarships and vocational training in state enterprises. Subsequently, the right to education featured strongly in the constitutions of socialist states. As a political goal, right to education was declared in F. D. Roosevelt's 1944 speech on the Second Bill of Rights.

Implementation

International law does not protect the right to pre-primary education and international documents generally omit references to education at this level. The Universal Declaration of Human Rights states that everyone has the right to education, hence the right applies to all individuals, although children are considered as the main beneficiaries.

The rights to education are separated into three levels:
  • Primary (Elemental or Fundamental) Education. This shall be compulsory and free for any child regardless of their nationality, gender, place of birth, or any other discrimination. Upon ratifying the International Covenant on Economic, Social and Cultural Rights States must provide free primary education within two years.
  • Secondary (or Elementary, Technical and Professional in the UDHR) Education must be generally available and accessible.
  • At the University Level, Education should be provided according to capacity. That is, anyone who meets the necessary education standards should be able to go to university.
Both secondary and higher education shall be made accessible "by every appropriate means, and in particular by the progressive introduction of free education".

Compulsory education

The realisation of the right to education on a national level may be achieved through compulsory education, or more specifically free compulsory primary education, as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights.

Right to education for children

The rights of all children from early childhood stem from the 1948 Universal Declaration of Human Rights. The declaration proclaimed in article 1: ‘All human beings are born free and equal in dignity and rights’. The declaration states that human rights begin at birth and that childhood is a period demanding special care and assistance [art. 25 (2)]. The 1959 Declaration of the Rights of the Child affirmed that: ‘mankind owes to the child the best it has to give’, including education. This was amplified by the International Covenant on Economic, Social and Cultural Rights of 1966 which states that: ‘education shall be directed to the full development of the human personality and the sense of its dignity, and shall strengthen the respect for human rights and fundamental freedoms.

The World Declaration on Education for All (EFA) adopted in 1990 in Jomtien, Thailand, states in article 5 that: ‘Learning begins at birth [...] This calls for early childhood care and initial education.’ A decade later, the Dakar Framework for Action on EFA established six goals, the first of which was: ‘expanding and improving early childhood care and education, especially for the most vulnerable and disadvantaged children.’ Protection of children of all ages from exploitation and actions that would jeopardize their health, education and well-being has also been emphasized by the International Labour Organization in Conventions No. 138 on the Minimum Age of Employment (1973) and No. 182 on the Prohibition and Immediate Action for the Elimination of the Worst Forms of Child Labour (1999). The United Nations contributed to such endeavours by the Declaration of the Rights of the Child unanimously adopted by the General Assembly in 1959.

The impact of privatization on the right to education

The privatization of education can have a positive impact for some social groups, in the form of increased availability of learning opportunities, greater parental choice and a wider range of curricula. However, it can also have negative effects resulting from insufficient or inadequate monitoring and regulation by the public authorities (schools without licences, hiring of untrained teachers and absence of quality assurance), with potential risks for social cohesion and solidarity. Of particular concern: "Marginalised groups fail to enjoy the bulk of positive impacts and also bear the disproportionate burden of the negative impacts of privatisation." Furthermore, uncontrolled fees demanded by private providers could undermine universal access to education. More generally, this could have a negative impact on the enjoyment of the right to a good quality education and on the realization of equal educational opportunities.

Supplemental private tutoring, or ‘shadow education’, which represents one specific dimension of the privatization of education, is also growing worldwide. Often a symptom of badly functioning school systems, private tutoring, much like other manifestations of private education, can have both positive and negative effects for learners and their teachers. On one hand, teaching can be tailored to the needs of slower learners and teachers can supplement their school salaries. On the other hand, fees for private tutoring may represent a sizeable share of household income, particularly among the poor, and can therefore create inequalities in learning opportunities. And the fact that some teachers may put more effort into private tutoring and neglect their regular duties can adversely affect the quality of teaching and learning at school. The growth of shadow education, the financial resources mobilized by individuals and families, and the concerns regarding possible teacher misconduct and corruption are leading some ministries of education to attempt to regulate the phenomenon.

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