Introduction
Main Index ® Introduction A recent substantial revision of the lay-out of volume 1 (September 2004), augmentation of two earlier modes of presentation with a third bibliographic volume, as well as continued enthusiasm for the theme of “Growing Up Sexually” I guess invites a brief word of introduction addressing purpose and rationale of the present project, if only pro forma. Previous more argumentative hints have been provided elsewhere[1].
Project “Growing Up Sexually”, or “GUS”, (born January 2002) is a slowly meandering effort to “read” developmental sexualities, that is, to identify, archive and notify of publications informative of processes commonly addressed as “sexual development”. From the start, this project has been “archival” by all means. The project is entirely web-situated and web-operative, and this will be the way to go in future time. Thus, it serves as an open door for those pre-/per-/post-/non-academically occupied with the theme in all its diversity (see below). Its existence currently also is entirely non-budget and enlarges in an air of spontaneity and personal commitment only. The backbone materials are currently and kindly hosted by Prof. Dr. Dr. Erwin J. Haeberle’s Magnus Hirschfeld Archive for Sexology. The project’s homepage is http://growingupsexually.tk. Needless to say I am much indepted by the kind hospitality of my host, Prof. Dr. Dr. Erwin J. Haeberle, and his associates.
In a sexological centralising of chronologies, a score of questions present themselves (Janssen, forthcoming)[2]. In GUS I like to look at how curricula construct and control sexual/erotic/pleasure bodies in a chronological/sequentially hierarchical regime. In which way are curricula presented as necessity and how are (necessary) curricula subverted and transgressed? For instance, how are bodies reduced to curricula, thus governed or disciplined by them? Also, how does curriculum figure as a contemporary paradigm for societal control of stratified bodies? What are curricula made of? How do curricula re/produce and precede self-disciplining bodies? In terms of genealogy, how are curricula retained and reinvented historically (e.g., from taboo to discourse)? How are biological ramifications of pre/adolescent bodies regimented, hijacked and recruited in/through curricula? In answering these questions, we need to address hegemonic and historical discourses about pleasure as taught, educated, learned; as sex play vs first/serious sex (notionally, rehearsive vs real sex) and familiar curricular ideas about sexual derivation, inauguration, substitution, seduction. Thus, we might be better able to ramify instances of culture critique on issues of precocity (e.g., ‘sexualization’ and sexualized media coverage) and its pedagogization. So there is anthropological well as political utility in an effort to try and digest materials as a field (rather than an instrumental dimension). For instance, might there be merit in a critical humanistic approach to sexual auto/biographies (a defense is found in Plummer, 2001)[3]?. Janssen, D. F., Growing Up Sexually. 0.2 ed. 2004. Berlin: Magnus Hirschfeld Archive for Sexology |
[1] 2002 Guidelines, 2003 PostScript, 2004 Preface; 2003-4 Reflections, 2005 Critique
[2] Janssen, D. F., Current Western Problems of “Taught” and Propaedeutic
Sexualities. Paper read at the “Cultural Aspects of Sex/Sexuality
Education” One-day Conference at the
[3] Plummer, K.
(2001). Documents of Life 2: An
Invitation to a Critical Humanism.