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While it is both important and interesting to include a chapter on “Sexuality Education and Religion,” it is frustrating when more pages in this chapter
are devoted to the Buddhist and Hindu approaches than to those of Judaism and Christianity, religious faiths that are common to more Americans and
foundations that have more substantially shaped American attitudes toward sexuality.VOLUME 2: WHAT PEOPLE WANT TO KNOWVolume 2 explores the range of sexuality information that people, that is,adolescents and adults, want to know about and the attitudes and valuesthat may shape their inquiry. A major challenge of the educator’s work is expressedin R. D. Laing’s poem Knots, presented in the first chapter. Sexualityeducators have long used Laing’s poem, with its message that many learnersdon’t know what they don’t know so can’t ask the questions they mightneed to ask, to illustrate that challenge. So while much of this volume focuseson the questions asked, there is also consideration given to these issues: Isknowing the questions sufficient? How do we assess what learners don’t evenknow to ask? How does sexuality education go beyond the surface of what isasked and respond to the questions not articulated and the complex psychodynamicsthat determine whether the education will be useful to the student?The first five chapters of Part I of this volume, “Learning by Questioning,”describe the kinds of questions asked by people in different contexts.As one author states, and these five chapters support, “after reading hundredsof thousands of questions, and after answering hundreds of questions. . . the questions ARE the same, or at least similar” (p. 33). New sexualityeducators will benefit from this comprehensive look at the thematic similaritiesacross age, gender, and culture. They may also find intriguing thediversity of approaches to sorting the questions. For example, in one chapterquestions submitted to a Web site were categorized as either “sexual health”or “other.” In another chapter, anonymous questions were sorted into 18 differentbut overlapping categories. The kinds of contexts described in the firstfour chapters are revisited in Chapter 5 with yet another set of question categories:”sexuality,” “relationships,” and “general problems.” Unfortunately,the amount of repetition in these five chapters might cause a reader to missvaluable ideas and insights contained within them. In addition, the casefor sexuality education for adolescents in the United States is made repeatedly:

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Statistics are cited over and over for negative outcomes of adolescent