We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Genderized Cognitive Perspectives and the Redefinition of Philosophy of Education.
- Authors
Siegel, Harvey
- Abstract
The article focuses on the perspectives and the redefinition of philosophy of education. Writer Jane Roland Martin, in a series of forceful, impressive, and important recent papers, has leveled a blistering attack on philosophy of education, especially contemporary analytic philosophy of education. Martin argues that the conception of education offered by CAPE excludes women from the educational realm; that its ideal of the educated person is self-alienating to women; that it is wedded to a male cognitive perspective" or male bias; that its generally accepted views on curriculum are deficient, due mainly to what Martin calls the epistemological fallacy; that these views tend to support the development of ivory tower people; that the standard account of teaching, which Martin calls the rationality theory of teaching, is inadequate; and that all of these failings are so basic that the very discipline of philosophy of education needs to be restructured or reconstituted. Martin seems to be trying to do for philosophy of education what many others have tried to do for other disciplines, such as art, history, philosophy, psychology, and so on--namely, she is trying to demonstrate that philosophy of education, like those other disciplines, suffers from a male bias and is slanted against women and women's experience.
- Subjects
PHILOSOPHY of education; MARTIN, Jane Roland; EDUCATIONAL ideologies; WOMEN'S education; EDUCATIONAL essentialism; CONSTRUCTIVISM (Education)
- Publication
Teachers College Record, 1983, Vol 85, Issue 1, p100
- ISSN
0161-4681
- Publication type
Article
- DOI
10.1177/016146818308500105