The question of sexual education at schools still remains one of the most controversial issues which are widely discussed by the scholars and public on several levels. In 2000 Janice Irvine presented her vision of the problem in her article “Doing It with Words: Discourse and the Sex Education Culture Wars”, which was published in Critical Inquiry . To express her own opinion on the issue whether the problem exists and by what peculiarities it is characterized, Janice Irvine analyzes the nature and peculiar features of the discourse on the aspects of the sex education in connection with the culture wars in society. Thus, the main purpose of the article is to discuss “the allegation that sex education speech is performative”, the historical contexts of the social and cultural debates on the problem, and the development of cultural wars based on the Christian Right sexual speeches (“Doing It with Words” 59). In her work, Irvine states that the issue of the sex education has a long history of public debates during which two opposite viewpoints are traditionally expressed. They are that “speech about sex unhealthily stimulates sexual thought and practice among students” and that “speaking about sex is sex” (“Doing It with Words” 60). Nevertheless, presenting these ideas in the article, Irvine only accentuates their inappropriateness without sharing this or that one. She emphasizes that these two controversial visions of the problem of sex education involve other aspects than the education itself and greatly depend on the political, social, and cultural factors. Determining historical, political, social, and cultural contexts for the development the debates on the problem of the sex education, Irvine critically discusses all these aspects with references to the social and political events in the USA, and particularly in Merrimack, New Hampshire, and New York City in the 80s-90s. One of the main issues of the article is the problem of performativity of the sex speeches, which in the social context is closely connected with the question of the public’s fears and prejudices about the sex education, which are supported with the allegations by the Christian Right. Is it possible to consider sex education as the sex abuse? According to Irvine, providing such ideas is supported by the policy’s needs and the goals of definite parties who consider the usage of the public’s fears of sexual abuses as the advantageous ones for describing sex education as the “mental molestation” (“Doing It with Words”). To create the complete picture of the situation in society according to the issue, the author also determines the significant controversial aspects of the discussions. They are the debates on the speeches about homosexuality at schools, the opinion that “sex education speech actually performs harmful sex”, the threat of words’ abuse, and the analysis of the performativity as a kind of provocation (“Doing It with Words” 65). She concludes that all the discussed positions are not useful for solving the problem of the effective implementation of the principles of the sex education in the curriculum. Moreover, “by using extremely provocative sexual speech to inflame anxieties and mobilize