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正如前述的那樣，歐洲古典文學中提供過許多同性性欲行為的例子。尤其古希臘和古羅馬神話、哲學和詩歌為青少年提供了對他們自己性別成員感覺到性欲吸引力的角色模型。這樣的青少年到處都占少數，但是他們所關切的這個問題需要得到認可。
就對待同性性欲行為（same-sex
erotic
behavior）的態度來看，從一個國家到另一個國家，從一個歷史時期到另一個歷史時期，我們都能夠觀察到各種各樣的態度，不過基本上說來，可以概括出以下幾種態度：
其結果是，我們可以在全球各種多樣化的社會裏、有時甚至可以在同一個社會裏找到所有這4種態度的事例。在最近的數十年裏，大多數西方國家已經發生了從禁止到容忍的態度改變，並且有一些國家已經發展到完全接納。這種變化是由於“同性戀解放”運動和精神病治療手冊修改的結果。該手冊已不再把“同性戀”作為疾病單元列舉出來了。
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彩虹旗
於1978年由吉爾伯特·貝克為三藩市同性戀自由日遊行所設計。其後，它就成為全世界公認的“同性戀者解放”的象徵。
The rainbow flag
was designed by Gilbert Baker in 1978 for the San Francisco Gay Freedom Day Parade. Since then, it has become a symbol of "gay liberation" that is recognized all over the world.
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儘管有了很大的進步，甚至在現代社會裏，一些青少年仍然因為他們的性取向而感到困惑。這樣的困惑可能包括被他們的同伴和父母所拒絕，還包括宗教信仰的衝突、孤獨感、壓抑感，甚至有自殺的念頭。
所以，誠實止於虛假，不要再捏造什麼所有的青少年始終只對另一個性別成員有性興趣。我們必須承認存在不同的性興趣。換一個角度說，這也意味著教育家們也不應該扣留或審查古典文學原著，或另一方面，不應該為了支持世人的片面觀點而偽造歷史。的確，任何對現實的公正研究揭示，青少年同性性欲行為不是、也曾經不是罕見的現象。當然，上述對待古典文學作品的做法常常都是短暫的現象，可是這恰恰是為什麼絕不應該草率地給同性性欲行為貼上標籤和進行誣衊的另一個理由。另一方面，這些少數已經把自己視為“拉拉”和“同志”的十幾歲的青少年在悅納自我的過程中需要人們的支持。 |
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As mentioned before, European classical literature offers many examples of same-sex erotic behavior. Especially ancient Greek and Roman mythology, philosophy, and poetry provide role models for adolescents who feel erotically attracted to their own sex. Such adolescents are in the minority everywhere, but their concerns need to be recognized.
From one country and historical period
to another we can observe varying
attitudes toward same-sex erotic
behavior, but basically they can be
summarized this way:
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Indifference.
The behavior is not considered “serious” and is deliberately ignored.
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Prohibition. The behavior is condemned, prohibited, and punished.
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Toleration. The behavior is reluctantly and uneasily tolerated.
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Acceptance. The behavior is fully accepted.
At present, we can find examples of all four attitudes in various societies around the globe and sometimes even within the same society. Most Western countries have, in the last few decades, moved from prohibition to toleration, and a few have proceeded to complete acceptance. This has been due mainly to the “gay liberation” movement and the revision of medical handbooks which no longer list “homosexualty” as an illness.
In spite of much progress, some adolescents still have problems because of their sexual orientation, even in modern societies. Such problems can include rejection by their peer group or by their parents, religious conflicts, a feeling of isolation, depression, and even thoughts of suicide.
Honesty therefore demands an end to the pretense that all adolescents are always interested only in the other sex. The existence of differences in sexual interests should be acknowledged. This also means, among other things, that educators should not withhold or censor classical texts or otherwise falsify history in order to support a one-sided view of the world. Indeed, any candid look at reality reveals that same-sex erotic behavior in adolescence is not, and never has been, uncommon. Of course, it is often a transitory phenomenon, but this is another reason why it should never be hastily labeled and stigmatized. On the other hand, those few teenagers who already see themselves as “lesbian” or “gay” need support on their way to self-acceptance.
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