"Who am I?", "Where do I come from?" and "Where should I go?" are not the only philosophical propositions that our ancestors have dedicated centuries to answering, and yet we still don't have an answer. Parents are reluctant to or don't know how to tell their children the right answer with regard to the origin of life. Behind the seemingly absurd answer, it is reflecting the status quo of China's lack of sex education for decades. From home to school, parents and teachers avoid, ambiguously interpret, or cheat in the face of this problem, making teenagers suffer from not being equipped with this knowledge, no matter how awkward it may be.
Currently, adolescent sex education in China has not been listed in the course syllabus. School teachers and parents are not willing to talk about sex in real life, therefore, teenagers are left to learn from the Internet. According to the survey, 63.42% of Chinese teenagers get knowledge from porn or adult sites, 25.88% from books, and only 0.93% positive answer from teachers and parents. As for Chinese parents, only 26% of them mention sexual topics with their children actively, but the topics rarely involve in sexual psychology, contraception, etc. Most parents think the child is too young and it is not necessary to learn information like that just yet. But when is the right time? Such a "reserved" mode of education directly leads to 22% of unmarried youth having sex, of which more than twenty percent of the girls had a pregnancy, and nearly ninety percent of them accidentally got pregnant and had to undergo an abortion, and twenty percent experienced multiple miscarriages. As social values change, increasing numbers of Chinese youth have been engaging in unsafe sex, dealing with unwanted pregnancy, suffering from HIV/AIDS and other sexually transmitted diseases.
By contrast, in France, sex education is more prominent. Biology class is the main way to educate children on how to deal with sex in French elementary school. Part of the knowledge starts in second grade, then at the fourth grade level, students will learn the basic knowledge of sex associated with human reproduction. The teaching outline is clear and simple, including knowledge about life extension, sexual cycle, fertilization, contraception and birth control, and sexually transmitted diseases. During senior year, the content is more extensive, which is related to the course of sexually transmitted diseases such as AIDS, women's rights, equality between men and women, sex equality, as well as the problems such as violence, domestic violence, and violence between men and women. The teacher will also acknowledge bias as much as possible, such as for sexual discrimination and discrimination of those with AIDS. But students have the same questions whether they are in France or in China; for example, they are always curious of young people living with AIDS -- other people will try to stay away from them, believing touching him will get AIDS. Based on this question, the teacher will moderately guide students about how to face these biases, which would promote the formation of common values in France among people in order to strengthen the opposite sex to know each other and to cultivate the students' social responsibility.
In conclusion, sex education should start from basic education. Importantly, parents and schools should work harder to further the children's understanding of sex. Through a variety of malignant events, the whole society should continue to reflect ourselves and summary in order to avoid the generation of tragedy. In life, people cannot stop learning from books or outside of books. Some need to master the knowledge in advance; so don't wait for the time, after the child messed up, and "eagerly" teach them even you should have told them before.
