Scholarlink

<p>This paper presents a hermeneutic reading of a 1700s account of sexuality education, allegedly delivered by Carl Linnaeus, entitled <i>Om sättet att tillhopa gå</i> [<i>About the way to become together</i>]. With a particular interest in the concepts of race and gender, this study examines how the lecture envisions the body, sexuality, and reproduction. By oscillating between the lecture and other scholarly work on Linnaeus and the history of race and gender, the interpretation of the lecture is presented through three accounts which discuss the notion of holism, the body’s capacity for transformation, and the role of pleasure in reproduction. Together, the three accounts show how historical and fictional objects, such as the lecture, can provide a starting point for science education to connect with sexuality education in a way that not only reveals “the facts” as static descriptions of the natural world, but rather engages with how the body, sexuality, and reproduction have been conceptualised differently throughout history, as well as recognise how conceptual development has been crucial for progress in science, but also for human rights and dignity.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Beauty, Pleasure, and Vital Fluids in the Eighteenth Century Sexuality Education-A Hermeneutic Reading of the Linnaean Lecture About the Way to Become Together

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月1日

查看全文
  • Rebecka Fingalsson

摘要

This paper presents a hermeneutic reading of a 1700s account of sexuality education, allegedly delivered by Carl Linnaeus, entitled Om sättet att tillhopa gå [About the way to become together]. With a particular interest in the concepts of race and gender, this study examines how the lecture envisions the body, sexuality, and reproduction. By oscillating between the lecture and other scholarly work on Linnaeus and the history of race and gender, the interpretation of the lecture is presented through three accounts which discuss the notion of holism, the body’s capacity for transformation, and the role of pleasure in reproduction. Together, the three accounts show how historical and fictional objects, such as the lecture, can provide a starting point for science education to connect with sexuality education in a way that not only reveals “the facts” as static descriptions of the natural world, but rather engages with how the body, sexuality, and reproduction have been conceptualised differently throughout history, as well as recognise how conceptual development has been crucial for progress in science, but also for human rights and dignity.