(September 10, 2015 at 8:59 pm)vorlon13 Wrote: If I may,
regarding teaching about, let's say, gonorrhea,
I'm assuming they start with the genital variety, and I suppose the kind that gets transferred from mother to infant.
But what about gonorrhea of the throat?
Rectal gonorrhea?
Ostomy gonorrhea?
Once one learns about gonorrhea and how it is transferred from one person to the next, one will likely be able to infer these things. Of course, one can also just do an online search for "gonorrhea" (without the quotation marks) and this is what was at the top of the list with my search:
http://www.cdc.gov/std/gonorrhea/stdfact-gonorrhea.htm
It mentions all of your examples except the last.
Just like once one knows that semen of an HIV infected male contains a lot of the HIV, one will know that contact with such semen is going to be risky. How risky will, of course, depend on the nature of the contact, but it will be risky to touch infected semen.
This ability to make inferences is a good thing. For example, the idiocy of the idea that a pregnancy cannot occur the first time one has sex is seen to be idiocy by understanding reproduction and what it takes for a pregnancy to occur. A sperm fertilizing a egg that gets implanted results in a pregnancy. How the semen got there or whether it was the first time are both irrelevant to the process.
Education is a good thing.
"A wise man ... proportions his belief to the evidence."
— David Hume, An Enquiry Concerning Human Understanding, Section X, Part I.
