Abstract
Despite the increase in marine science curriculum in secondary schools, marine science is not generally required curricula and has been largely deemphasized or ignored in relation to earth science, biology, chemistry, and physics. I call for the integration and implementation of marine science more fully in secondary science education through authentic inquiry practices that foster the development of an erotic relationship with the ocean. Such a relationship can provide an opportunity to develop ocean literacy if that means people who engage can actively participate in making more informed choices and advocate for affected parties and the ocean. I show how Simone de Beauvoir's erotic ethic influences the philosophy of the eroticism of the ocean, which is integral in the investigation and promotion of erotic generosities in science education, and using this theory to develop some educational implications for marine science within science education. Ultimately, I argue that the development and nurturing of an erotic ethic in the science education classroom is a valuable way to promote moral and ethical thinking such that students can afford nature, and more specifically in this article, the ocean, equivalent moral considerations in our community and science education
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DOI 10.1080/00131946.2013.825263
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References found in this work BETA

The Case for Animal Rights.Tom Regan & Mary Midgley - 1986 - The Personalist Forum 2 (1):67-71.
The Death of Nature.Carolyn Merchant - forthcoming - Environmental Philosophy: From Animal Rights to Radical Ecology.
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Environmental Culture: The Ecological Crisis of Reason.Patsy Hallen - 2002 - Ethics and the Environment 7 (2):181-184.

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