I’ve been doing some critical thinking about a couple of recent statements made by J. Michael Bailey. He is the Northwestern psychology professor who has been the subject of so much media attention due to the live sex demonstration in his human sexuality classroom last month. You can Google the story if you want the details.
What intrigued me was the challenging nature of the defensive statements he offered when the story became public knowledge. He said that he didn’t expect everyone to agree with his decision to allow the demonstration to take place and that “thoughtful discussion of controversial topics is a cornerstone of learning.”
I happen to be enrolled in a critical thinking class right now so this idea caught my attention. While I don’t agree with his decision, I do agree with his statement. So I expected someone to take him up on his challenge, because he offered it as such. Maybe it is too soon but I have yet to see a serious response to his justification.
An Argument to Illuminate Reasoning
A couple of days after the story broke, professor Bailey continued his defense by saying that he would give an F to those who objected to his teaching method. He wrote that the responses conveyed disapproval but did not “illuminate reasoning.” Apparently he has yet to receive an explanation as to why his demo was a problem.
I hope someone with more knowledge of this subject will respond to his proposal for a thoughtful discussion and offer a few reasons why his demonstration was not the best choice. I’m looking for arguments that will illuminate reasoning and do more than to just express disapproval. I could use it when I argue this in my class.
The Man who would be Queen
A little more background information on professor Baily might be helpful. He wrote and published a controversial book in 2003, The Man who would be Queen: The Science of Gender-Bending and Transsexualism. He admitted that he had sex with his research subjects and said he thought there was nothing wrong with this.
Coincidently, about that same year he found himself divorced and no longer the chair of the psychology department at Northwestern University. According to published reports from students, he is not a great lecturer, but makes up for it by presenting extremely controversial aspects of human sexuality in his classroom.
Teaching Should Benefit Society
I love to teach so maybe this is an area in which we can agree. Professor Bailey is an educator; therefore I’ll assume that it is his intent to help his students learn. As a professor of psychology, I would hope that it is his desire to prevent psychological damage in his students. After all, isn’t that the objective of studying the subject?
We study human behavior to understand it and to be able to deal more effectively with activities that are disturbing, distressing or problematic for the individual or society. For most practitioners, a goal of applied psychology is to benefit society. A university professor is in a particularly influential position upon civilization.
Pornography in the Classroom
Professor Bailey said he uses pornography in his classroom. “I don’t see anything wrong with showing pornography in the classroom provided it has some purpose in the class. Some can be a little explicit,” he said. “I teach the truth – as I understand it…[which] sometimes conflicts with people’s assumptions. That is controversial.”
Bill Yarber, a researcher at Indiana University’s Kinsey Institute and author of the widely used textbook Human Sexuality: Diversity in Contemporary America, said he’s never heard of a naked woman being brought to orgasm in front of a class of students. Watching a video is one thing but seeing a live demo is pushing things.
A commentary from a Catholic blogger about this episode illustrates a typical reaction, “Professor J. Michael Bailey’s Human Sexuality class has nothing to do with psychosexual development, morality, biology — nothing worthy of study; just an excuse for presenting risqué and deviant sexual behaviors as normative.”
Sexual Relations Should be Private
It is my contention that demonstrating the use of a motorized phallus to a group of students is not a legitimate form of sexual education, especially in the classroom. In fact, I will go so far as to say that viewing of pornographic material is equally inappropriate and unnecessary to meet the requirements of human sex education.
I believe that sexual relations should be expressed privately in marriage, between a husband and wife. I therefore believe that all public displays of sexual activity are inappropriate. I believe that pornography is harmful and destructive to the souls of those who create it and those who consume it. It is not needed for sexual education.
Professor Bailey’s demonstration was controversial because as far as I can tell, it was the first time live sex has been used in a classroom setting. But the real issue is how diametrically opposed this is to the values of virtue, modesty and respect for human sexual relations. It is degrading and cheapens it to something undesirable.
Achieving a Fulfilling Love
I think the comment of a student studying to be a therapist who then reported on her human sexuality class says it best for me. She stated that she had become a sexual zombie; that sex meant nothing to her because she had tried it all. She found no joy in sexuality. And yet she wants to become a therapist to fix others like her.
Pornography is any material describing or depicting the human body or sexual conduct in a way that arouses sexual feelings. Pornography degrades the heart, mind and spirit. It robs us of self-respect and the sense of beauties of life. It tears us down and does not lift us up. It does not help us achieve fulfilling human love.
I will be leading a classroom discussion of this current event in my critical thinking class in a few weeks. When I shared my subject with the professor he was pleased and said that I might be surprised to learn how many in the class feel the same way I do. That would be a pleasant discovery that I hope is not limited to my college.