Sexual ethics for parents: constructing an educational conversation

William Donald Flowers

Etd

Sexual ethics for parents: constructing an educational conversation

Pubblico Deposited

MLA citation style (9th ed.)

William Donald Flowers. Sexual Ethics for Parents: Constructing an Educational Conversation. Candler School of Theology of Emory University. rim.ir.atla.com/concern/etds/e6338c39-820a-47dc-83a1-8af63c7acd0e?locale=it.

APA citation style (7th ed.)

W. D. Flowers. Sexual ethics for parents: constructing an educational conversation. https://rim.ir.atla.com/concern/etds/e6338c39-820a-47dc-83a1-8af63c7acd0e?locale=it

Chicago citation style (CMOS 17, author-date)

William Donald Flowers. Sexual Ethics for Parents: Constructing an Educational Conversation. Candler School of Theology of Emory University. https://rim.ir.atla.com/concern/etds/e6338c39-820a-47dc-83a1-8af63c7acd0e?locale=it.

Note: These citations are programmatically generated and may be incomplete.

Creatore

William Donald Flowers

Dichiarazione dei diritti

In Copyright

Astratto

This dissertation describes a Doctor of Ministry project created and implemented in 1998. The goal of the project was to assist parents in examining the sexual ethic which they had created in the course of their life, and to assist them in exploring if that was what they wanted to share with their teenagers. The primary hypothesis of the project was that if parents better understood what they believe about sexuality they will be more willing to engage their teenagers in a conversation about sexuality. The dissertation begins with an overview of the epidemic of teenage pregnancies in the United States, with particular emphasis on South Carolina. Chapter two reviews the way humans construct their social reality and the effect that construction has on educational theory. Special attention is given to the work of Thomas Groome, with the following chapters built around his theory of education. Chapter three explores the work of William Strauss and Neil Howe on the differences between generations and how each generation has its own story. Chapter four shares the writer's journey with the issue of teenage pregnancy, as well as the stories of the project participants. Chapter five explores the work of several ethicists, Lisa Sowle Cahill, Christine Gudorf, and James Nelson, who are giving special attention to issues surrounding sexuality. Chapter six discusses the method of the project, with the final chapter giving an evaluation and suggestions for future action.

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