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There has been a great deal of controversy in recent months around what exactly our schools should or shouldn’t be allowed to teach, in relation to topics of sex, gender, and identity. And of course one of the central fault lines for this particular culture war runs directly through the state of Florida, where a recent “parents rights” bill was passed by Governor DeSantis — which the left characterizes as a “don’t say gay” bill that is in effect limiting speech in the classroom.
This particular battle has become incredibly heated, as the left accuses advocates of the bill as being homophobic, transphobic, sexist, etc. Meanwhile, the right is labeling the bill’s critics as being “groomers”, or even outright pedophiles.
Here is what the relevant part of the bill says:
“Classroom instruction by school personnel or third parties on sexual orientation or gender identity may not occur in kindergarten through grade 3 or in a manner that is not age-appropriate or developmentally appropriate for students in accordance with state standards.”
So what exactly are “developmentally appropriate, age-appropriate” ways to teach kids about sex, gender, and identity — not only for kids in kindergarten through third grade, but throughout the rest of childhood and adolescence? Which aspects are more appropriate to teach at home, and which are appropriate to teach at school? Watch as Dr. Keith and Corey share their thoughts!
Previous Episodes of Witt & Wisdom
Mark Fischler and Corey deVos
Broken education produces broken people. How can integral perspectives and practices help our education systems generate more happy, healthy, and wholesome kids? Watch as Mark and Corey take a close look at the many dysfunctions, injustices, and failures we see in our education system — both within the system (how and what kids are being taught) as well as surrounding the system (access to education, funding, etc.).
Coding Gender: Using IMP to Construct a Content Analysis of Gender Definitions in Scientific Research
The pervasive influence and conceptual complexity of gender as a scientific construct has lead to attempts to explain it from multiple perspectives. When each of these perspectives is offered, it tends to be presented as a complete explanation. Each perspective, however, likely offers only a partial truth concerning the enactment of gender. The recognition of the partiality of these perspectives indicates that each should be considered in some form when trying to address the full complexity of gender. It also makes clear that none should be privileged above any other. Through the application of the Integral model and Integral Methodological Pluralism (IMP), this article develops a broader and deeper conceptual and operational model for the study of gender than those that have been typically applied.
The first part of this article discusses the need for the application of Integral Theory, a postdisciplinary model, to university and academic culture. The second section examines the need for and current status of character education. It uses the AQAL framework to outline an Integral Character Education, which not only includes inculcating values in an individual but also the requisite behaviors associated with those values, as well as the need to anchor them in social interaction and a common ethos.
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About Keith Witt
Dr. Keith Witt is a Licensed Psychologist, teacher, and author who has lived and worked in Santa Barbara, CA. for over forty years. Dr. Witt is also the founder of The School of Love.
About Corey deVos
Corey W. deVos is Editor-in-Chief of Integral Life, as well as Managing Editor of KenWilber.com. He has worked for Integral Institute/Integal Life since Spring of 2003, and has been a student of integral theory and practice since 1996. Corey is also a professional woodworker, and many of his artworks can be found in his VisionLogix art gallery.