Resumen
In 1973 German Sexual Crime Laws changed and used the term self-determination for the first time as a legal term. Since then the term increasingly prevails as a leading ideal in society as a whole, in educational philosophy and in jurisprudence. It corresponds to processes of individualization and human rights based approaches in all areas of society. For many marginalized groups, the focus on self-determination means an increasing acceptance of their lifestyles and the gain of elementary rights (e.g. in terms of sexual orientation and identity). At the same time, self-determination is full of prerequisites: the willingness to deal with oneself and to engage in a possibly ambivalent and lengthy process of decision making is necassary, but also exhausting and with an uncertain outcome. The example of sexuality illustrates not only the achievements, but also the ambivalences with regard to self-determination: ambivalent feelings (e.g. lust and shame), dependences, manipulation, peer pressure, power structures, consideration for others, respect and empathy – all topics that are suitable for questioning the concept of self-determination and raising the question of what degree of self-determination can be achieved and how. The paper explores how the term sexual self-determination was used, framed and dicussed in Germany from the 1970 to now. The leading question is how the ideal of self-determination is constituted, how theory and practice of sexual education deals with this ideal, transports it and makes it operational. For this paper I draw from literature research as well as from numerous training courses in the field of sexual education, which has been one of my main areas of work for about 15 years. The paper is also based on original reseach conducted in the archive of IPPF founding member „pro familia – German Society of Sexual Counceling, Sexual Education and Family Planning‟ in Munich.
Palabras Clave (separar con comas)
Sexual Self-Determination, Sexual Education, Educational Ideal, German History