As technology continues to advance, new ways of experiencing and understanding sexual interactions are emerging. Virtual reality, artificial intelligence, and immersive technologies have made it possible for people to explore their sexual desires without physically being present with another person.
This raises significant ethical and moral concerns that must be addressed within religious contexts. In this essay, I will examine how religious education can approach these challenges and help individuals navigate them responsibly.
Religious educators must recognize that virtual experiences are becoming increasingly commonplace and may become more prevalent in the future. VR pornography is already a billion-dollar industry, and many people engage in it regularly. This means that religious leaders must talk about its dangers and potential benefits openly. They should acknowledge that some individuals may find it difficult to distinguish between what is real and what is fake and emphasize that physical intimacy remains essential for healthy relationships.
Religious teachers need to help people understand that VR pornography can lead to addiction and other negative consequences. Some studies suggest that frequent users experience higher levels of anxiety and depression than non-users. Religious leaders can offer guidance on how to avoid such outcomes by encouraging moderation, setting boundaries, and exploring other forms of fulfillment.
Religious educators must address the question of whether AI-generated sexual encounters are morally acceptable. While some argue that they are equivalent to fantasies or masturbation, others contend that they objectify women and harm human relationships. Religious teachers can facilitate conversations around these issues and promote respectful interactions between partners.
Fourth, immersive technologies like teledildonics can enable remote sex, potentially leading to infidelity and exploitation.
Religious instructors can advocate for responsible use and encourage couples to discuss their desires before engaging in such activity.
Religious education can teach people to be discerning consumers of technology, recognizing when something feels wrong or unnatural and resisting pressures to participate in activities that violate their values. It can also offer alternative ways to explore sexuality, such as meditation or prayer. By incorporating these perspectives into its curriculum, religion can provide a holistic approach to sexual experiences mediated by technology.
How should religious education address the challenges of sexual experiences mediated by AI, VR, and immersive technologies?
A potential challenge is that some people may be hesitant to discuss their virtual sexual experiences with others due to cultural stigma or shame. Religious education can help individuals understand that sexuality is natural and normal, and encourage open communication about it within communities. Additionally, faith leaders can provide guidance on how to navigate moral dilemmas related to technology-mediated sex, such as consent, privacy, and addiction.