THE SEXUAL SELF
1. HISTORICAL
(HISTORICAL SEXUAL TERMS)
 This lesson is designed to discuss
facets of human sexuality such as
diversity of sexual behaviour,
understanding the human sexual
response, identifying sexual
orientations and differentiating
love from lust.
 Human sexuality is influenced by
physical, psychological, spiritual
and cultural factors. As sexual
beings, people are identified by
gender, role, assignment, and
perception.
 Risky sexual behaviour that may
lead to sexual diseases and
unwanted consequences will also
be explored.
 Though some may feel
uncomfortable with these topics, it
is important to keep in mind that
discussing this objectively will help
the individual deal with issues that
are usually considered taboo.
PERSPECTIVE OF HUMAN SEXUALITY
 Sexual selfhood is defined as how
one thinks about himself or herself
as a sexual individual.
 Human sexuality is a topic that just
like beauty is culturally diverse.
 For the learner to be able to grasp
it in its totality, he should be aware
of the varied ways in which it can
be understood.
 In Ancient Greece, it is the
male that assumes the
dominant role.
 The male symbol, the penis,
was viewed as the symbol of
fertility and how the male body
was structured was greatly
admired.
 Their wives were considered as
objects to be possessed just
like property.
 Women on the other hand
were forbidden to own
property and had no legal and ,
political rights. Women were
not allowed to even read and
write.
 Her only function was to bear
children.
 The Greek word for woman is
"gyne” means — bearer of
children.
THE MIDDLE AGES (476-1450)
 Bore witness to the strong
influence of the church,
particularly in matters of
sexuality. The church decreed
that all sexual acts that do not
lead to procreation were
considered evil. Women were
labelled as either a temptress
(like Eve) or a woman of virtue
(like the Virgin Mary).
IN THE PROTESTANT REFORMATION OF
THE 16th Century (1483-1546)
 Martin Luther, John Calvin and
other Protestant leaders
initiated a movement against
the corruption of the Roman
Catholic Church. Protestantism
believed that sexuality is a
natural part of life and that
priests should be able to marry
 and have families. Martin
Luther and John Calvin asserted
that the reason for sexual
intimacy was to strengthen the
physical and emotional bond
between husbands and wives
and not just for procreation
BY THE 17th and 18th CENTURY
 The Puritans, a group of people
who were discontented with
the Church of England rallied
for religious, moral and societal
reformation. They had positive
views on marital sex and did
not condone sex outside of
marriage. Premarital sex,
therefore, was considered
immoral (Cate and Lloyd 1992
in Rosenthal, 2013).
IN THE VICTORIAN ERA (1837-1901)
 Homosexuality and
prostitution were rampant and
considered to be threats to
social order. In this period the
Psychoanalytic Theory of
Sigmund Freud became
popular. People in this era
were not comfortable in
discussing breast or buttocks,
they used other terms instead
(like white meat or dark meat).
Sex for women was just a
marital duty and it was
assumed that they were pure
and asexual.
 Women were told that they
should not enjoy having sex,
and if they did, there was
something wrong with them.
Other beliefs that proliferated
in this era were: ejaculating
more than once a month would
greatly weaken a man,
masturbation leads to
blindness, insanity and death
(Robinson, 2005 in Rosenthal,
2013). Despite all these beliefs,
prostitution still flourished in
the city of London.
 Through the years and in the
20th century, interest in
sexuality became more evident
and accepted in society. The
separation of church and state
reduced the influence the
church had over sexual mores.
This is the period when
pregnancy can be controlled by
natural and artificial
contraception. This period is
also marked by increased
incidence of sexually
transmitted infections because
of high risk sexual activities.
 The rise of feminism allowed
for changes in employment,
home life, and sexual standards
for women. Over time, cultural
diversity and social norms
offered varied views on what
today may be considered as
sexually normal (Rosenthal,
2013).
2. BIOLOGICAL
 Knowing the structures and
functions of the reproductive
system is essential to the
understanding of sexuality. In
the nervous system, it is the
brain that initiates and
organizes sexual behaviour.
 Through the process of sexual
reproduction, the next
generation of human beings
are created by the fusion of the
egg cell and sperm cell.
 At the start of puberty, changes
that happen in the bodies of
young males and females are
both secondary and primary
sexual changes. As was
 mentioned in the previous mature male and female then
lesson, secondary sexual fertilization may take place and
changes are physical changes pregnancy (gestation period)
that distinguish the males from begins.
females.  In the first few weeks of
gestation, the internal as well
Secondary Sex Characteristics as the external genital
Male Female structures of all human fetus
Voice becomes Breasts enlarge are the same.
much lower  In the first few weeks of
(breaks) gestation, the internal as well
Hair growth on Hair growth as the external genital
chest, face, underarms and structures of all human fetus
underarms, arms, pubic area are the same.
legs and pubic  Chromosomes which are the
area threadlike structures found in
Increase in muscle Hip widens the nucleus of each cell of the
size body are composed of genes
Skin becomes oily Skin becomes oily which are the basic unit of
and pores enlarge and pores enlarge heredity.
 It is the sequence of DNA
 On the other hand. the primary contained in the genes that
sexual changes that happen gives instructions as to how the
during the course of puberty body will be structured and
prepare the male and females how it will function.
body for procreation.  Human beings have 23 pairs
 These involve changes in the (46) of chromosomes in the
reproductive organs for these nucleus of each body cell.
parts to attain' functional  The first 22 pairs are called
maturity. autosomes, and the 23rd pair
 Female's ovaries begin are the sex chromosomes (XX
producing egg cells (ova) and or XY).
the male's testicles begin  It determines whether the
producing live sperm cells individual is male or female.
(spermatozoa).  Females normally have XX
chromosomes as her 23rd pair
Primary Sex Characteristics while males normally have XY
Male Female (Rosenthal, 2013).
Testes Ovaries  In the early stages of
Penis Fallopian tubes embryonic development, both
Scrotum Uterus sexes have similar internal
Seminal vesicles Vagina structures.
and prostate
glands

 When intercourse happens

between a healthy, sexually

3. SOCIOBIOLOGICAL/EVOLUTIONARY
 This perspective studies how
evolutionary forces affect
sexual behaviour.
 According to sociobiological
theory, natural selection is a
process by which organisms
that are best suited to their
environment are most likely to
survive.
 Traits that lead to reproductive
advantage tend to be passed
on, whereas maladaptive traits
are lost.
 On the basis of human sexual
behaviour, it all begins with
physical attraction.
 Beauty is more than just a
cultural standard. It is primarily
an evolutionary standard for
attracting the best male or
female in the lot to ensure that
one's genetic characteristic will
be passed on to the next
generation.
 Sexual preference for females
with big breasts or for males
with broad shoulders and
muscular torsos is instinctively
more for genetic survival than
for pleasure or social status.
 Big breasted females produce
more milk to ensure the
survival of the offspring while
broad shouldered, muscled
males ensure safety and
security of the offspring.
 Although survival is the goal of
the evolutionary perspective,
physical attraction which ends
in sex does not mean that the
attraction will be lasting.
 For what is really important in
human sexual relationships is
the love, care and
responsibility each gender has
for the other.
 To have this is to ensure not
only the physical survival of the
offspring but the kind of life the
offspring will pass on to the
next generation.
4. PSYCHOLOGICAL
 Rosenthal (2013) also
explained that sexuality is not a
mere physical response. Rather,
it also involves emotions,
thoughts and beliefs. Sigmund
Freud was one of the most
prominent person to explain
sexuality through his theories.
 According to him, human
beings are faced with two
forces — sex instinct or libido
(pleasure) and death or
aggressive instinct (harm
toward oneself or towards
others).
 Sex instinct does not only
pertain to the sexual act rather
it could also mean anything
that could give pleasure to the
person.
 Thus, human behaviour is
geared towards satisfying the
sex instinct and/or death
instinct.
 A person's libido or sexual
energy is located in an area of
the body at different
psychosexual stages.
 These areas of pleasure are
called erogenous zones.
 It includes the mouth, anus and
genitals.
STAGES IN FREUD’S PSYCHOSEXUAL
STAGES OF DEVELOPMENT
A. Oral Stage - the child erogenous
zone is the mouth which receives
gratification through eating and sucking.
B. Anal Stage - the erogenous zone is
the anus in which sexual gratification is
derived from defecation.
C. Phallic Stage - erogenous zone is the
genitals. Here the child experiences
sexual attraction towards the opposite
sex parent. Oedipus complex (sexual
attraction of the boy child toward the
mother) and electra complex (sexual
attraction of the girl child towards the
father).
D. Latency Stage - sexual impulses lie
dormant as the child is occupied by
social activities such as going to school
and playing.
E. Genital Stage - where the erogenous
zone is again the genitals. At this time,
the sexual attraction is directed towards
others, usually one of the opposite sex.
 Freud also regarded personality as
composed of three structures: the
Id, the Ego and the Superego.
 The id is the part which always
seeks for pleasure and aggression.
It follows the pleasure principle
because it wants the person to
attain gratification immediately.
 It is unconsciously saying "I want it
now!"
 The superego is the person's sense
of morality.
 It follows the moral principle
whose role is to restrict the
demands of the id.
 It is developed when children
taught the difference right and
wrong.
 The ego follows the (reality)
analytical principle. It analyses the
need of the id and its consequences
as dictated by the superego and
thinks of ways to satisfy the need in
an acceptable manner.
 According to the social learning
theories, sexuality develops from
the behaviour learned in childhood,
from rewards and punishments,
from imitation and identification
and from thoughts and perception.
5. RELIGIOUS
 Judaism holds a positive and
natural outlook toward marital
sex which they consider as
blessed by God and pleasurable
for both man and woman.
 Sexual connection provides an
opportunity for spirituality and
transcendence.
 In Islam, family is considered of
utmost importance, and
celibacy within marriage is
prohibited.
 Muslim men are allowed to
have up to four wives but
Muslim women can only have
one husband.
 Sex is permitted only within
marriage and extramarital sex
is penalized.
 According to Taoism, which
originated in China, sex is not
only natural and healthy, but a
 sacred union necessary to
people's physical, mental and
spiritual being.
 The sexual union is a way to
balance male and female
energy.
 In Hinduism, sexuality is seen
as spiritual force, and the act of
ritual lovemaking is a means of
both celebrating and
transcending the physical.
CLARIFYING SEXUAL TERMINOLOGIES
 The word sex is derived from
the Latin word secare which
means 'to divide' while the
word sexuality means 'to unite,'
thus it can be seen that the two
words have opposite meanings.
 According to the contemporary
psychologist Shirley Feldman of
Standford University, sexual
arousal has emerged as new
phenomenon in adolescence
and that it is important that
sexuality be viewed as a normal
aspect of adolescent
development.
 Although sexuality in
adolescence is often associated
with early pregnancy and
sexually transmitted infection,
it remains a fact that sexuality
is a normal part of the period
of adolescence.
 Adolescence is a period of
sexual exploration and
experimentation which
includes sexual fantasies and
realities.
 Thus, sexuality can be
incorporated into the
adolescent's identity.
 An adolescent's sexual identity
includes sexual orientation
(either homosexual or
heterosexual), his ability to
manage sexual feelings (such
as sexual arousal and attraction,
activities, interest and style of
behaviour) and his capacity to
regulate his sexual behaviour to
avoid undesirable
consequences.
 According to Santrock (2014)
gender refers to the
characteristics of people as
males or females.
 It is the lived role as boy or girl,
man or woman.
 A set of expectations that
prescribes how females and
males should think, act and feel
refers to gender role.
 In the DSM V (2013), the words
sex and sexual refer to the
biological indicators of male
and female or having the
capacity to reproduce.
 Gender assignment (natal
gender) refers to the initial
assignment as male or female
which usually occurs at birth.
 Gender reassignment denotes
an official and usually legal
change of gender.
 While gender identity is a
category of social identity that
refers to an individual's
identification as male, female
or some category other than
male or female.
 It is a person's subjective sense
of being a man or woman.
 Masculine refers to the
qualities and behaviours
judged by a particular culture
to be ideally associated with or
especially appropriate to men
and boys whereas feminine can
be described as qualities and
behaviours judged by a
particular culture to be ideally
 associated with or especially
appropriate to women and girls.
 There are also those who have
both masculine and feminine
traits, feelings and qualities.
They are referred to as
androgyny.
 Asexuals are the persons who
do not experience sexual drives
or attraction to either sex while
hypersexual are persons with
an excessive interest in sex to
the point where it can cause
problems in one's life.