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Copy of Jane Roland martin

Educational Philosophizer
by

Fenghua Chen

on 4 March 2015

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Transcript of Copy of Jane Roland martin

Time Line
July 20, 1929: Jane is Born in New Yor,k City. Her father, Charles, is a journalist, and her mother, Sarah, is a teacher
1951 : Jane recieves A.B. from Radcliffe College
1956 Jane Recieves Ed.M. from Harvard Universtiy
June 15 1962: Jane Marries Michael Martin. They have two sons
1972-1981: Jane is a associate professor of philosophy at University of Massachusets in Boston
1981-1994: Jane is Professor of philosophy at Universtiy of Massachusets in Boston
1983-1984: Jane is visiting woman scholar at the Universty of New Hampshire
1985: Jane publishes "Reclaiming a Conversation: The Ideal of the Educated Woman"
1992: Jane publishes "the School home":
1994: Jane Publishes "Changing the Educational Landscape: Philosophy, Women, and Curriculum." She is named professor emerita of philosophy at the University of Massachusetts, in boston.
1999: Jane publishes "Coming of Age in Academe: Rekindling Women's Hopes and Reforming the Academy"
2000: Jane publishes "Transforming Critical Thinking: Constructive Thinnking"
2002: Jane publishes "Cultural Miseducation: In Search of a Democratic Solution"
2007: Jane Publishes Educational Metamorphoses: Reflections on Identity and Culture"
From Reclaiming a Conversation: The Ideal of the Educated Woman (1895)
Redefining the Educational Realm
Implication of reclamation
content, Methodology, and structure of the history of educational thought
The Reproductive Processes of Society
The rearing of children to more or less independence: excluded from the political domain
Women and the family are excluded from the subject matter of the discipline
Devoted to child rearing and include the transmission of skills, beliefs, feelings, emotions, values, and even world views
Not considered to belong to the educational realm
Educational Definition
Productive processes of society
Plato's female guardians
Productive processes fall within the educational realm: women fall outside it
Ignor Plano's women or discuss their education but ignor the fact that they are women
Source material for thoughts about female educaiton
Change how something is determined to be a source of information
Personal letter, diaries, pamphlets, newsletters, pieces of fiction and oral sources : marginal people were not counted in "great" lituature
Dig up sources then determin whether the author is to be considered an educational philosopher
Discover which people in the past had constructed theories about female education
Enormous difficulties that had to be overcome for women to be successful in writing philosophical works
Relatively few extraordinary women (and men) who wrote acceptable works on female education
Some works may have been authored by groups of individuals
Historians of Education
philosopher and anthrophologist
analysis, criticism, interpretation, and evaluation of works
second and separate narrative strand
Rousseau
Sophie's education is entirely tied to her wife and mother role
If Sophie is educated for marriage to Emile, the question of his education for marriage to her arises. Also If she is educated to be his "helper" then questions about his self'sufficiency come up
Including Female prespectives on education will not only enlighten readers about the educaiton of females but also about males.
Educational theoris need to place males and females into one world
As long as the only ideas about education are focused on male education, both men and women will be socilized to expect women to be Sophies and men to be Emilies
Intergrating women into a program designed for Men will not be the key to success, the system it self much change so that its products better reflect equality among sexes
Women are the "other"
Including Females in the pholosophy of Educaiton
Feminist theory has not always been divorced from educational philosophy.

Mary Wollstonecraft (1792), Charlotte Perkins Gilman (1915), and Adrienne Rich (1977)

"Since the early 1970's research has documneted the ways in which such intellectual disciplines
as history and psychology, literature and the fine arts, sociology and biology are biased
according to sex."

"Well known in their own day, it is likely that until recently even Wollstonecraft's name would
have been unfamiliar to historians of educational thought."

The devaluation isn't the only unhappy consequence of the exclusion from the history of
educational thought of all conversation about female education

Feminine weakness, self -denial, and subservience

"She who is not attracted to the ideal of the self-denying wife and mother may become a woman
who denies her intelligence..."

Unfortunately, if a woman takes responsibility for her own education, she will find herself at a
disadvantage.

Denied knowledge of the range of educational ideals

When history neglects past philosophical conversations about women's education, it follows that
the tasks, functions, institutions, and traits of character that philosophy, as a part of our culture" has
associated with women are neglected.
Educating our Sons
Toward a Gender Sensitive Ideal
Questions
Productive and Reproductive
Gender-related
Cultural Stereotypes
"Male" traits
Objective,
analytical,
rational,
Interested in ideas and things,
Have no interpersonal orientation,
are not nurturant or supportive, empathetic or sensitive
"Female" traits
Possess the traits men lack: nurturint, caring, suportive, ect.
Masculine definition of Educaiton
Productive processes of society
our definition of excellence in education will also embody "masculine" traits
Extending the Masculine Educaiton to Women
Educational ideas made by Men
Female trates concidered unimportant or less valuable
New vision of Educaiton
Reject the Plato's blind approach to female educaton and Rousseau's seperate and unequal model of education
Access to all the traits our culture associates with males and famales
Join
reason to feeling and emotion
Self to Other
Include
critical thinking
abstract reasoning
self-governemt
caring and nurturing
Not gender seperation nor gender blind
pg. 173
Gender-Sensitive
Education for both sexes
Learn the traits and tasks nessacery to excell the productive and reproductive porcesses of society
Curriculum
Build in
Nurturing capacities
Ethics of caring
1. What does Jane Roland Martian mean by suggesting that education should be viewed as a sort of "conversation?"
A........
2. Do you think the kinds of conversation Socrates engaged his sudents in would have been different if the studetns were girld? If they had included girls? if Socrates had been a woman?
A..........
3. What do Lorenne clark and Martin mean by the claim that political theorists have relegated woman, children, and the family to the "ontological basement?"
A.......
4. Waht is a separate-strand apporach to the history of education thought, and why, according to Martin, is it self-defeating?
A......
5. What does Martin mean by a gender-sensitive idea of education?
Not being blind to gender differences and traits associated with gender but also not segregating education into gender specific classrooms. Making use of the differences and atrobutes of each gender to benifit children from both genders
6. How is gender-sensitive differnt from gender-biased?
Gender-sensitive refers to the acknowledgement of gender differences while gender-biased refers to putting the traits of one gender above the other
7. What does it mean, in terms of education for a person or group to be marginal?
This means that the person or group is some how less valuabe, under educated, less importiant and that their ideas are not to the level of others
Jane Roland Martin
pg. 184
Adrienne Rich said, "If she could have one wish for her own sons, it is that they should have the courage of women..."

Family living and child rearing are not today, if they ever were, solely
in the hands of women. Males and females alike have responsibility for making the reproducative process of society work well.

We should not supose that education can solve the worlds problems... yet, if there is to be any hope... those who carry on society's productive processes must acquire the nurturing capacities and ethics of care....

Do not simply acquire knowledge and skill... acquire conceptual skills to raise knowledge...,knowledge acquired is not inert, but characterizes view of world.

We are not supposed to have two classes of people, those who think and those who do not. We are not supposed to have two kids of people, those who rule and those who obey.

Education need not seperate mind from body and thought from action, for it need not draw a sharp line between liberal and vocational education.
By: Jennifer and SarahJean
1929-Present
"Male" traits
Objective,
analytical,
rational,
Interested in ideas and things,
Have no interpersonal orientation,
are not nurturant or supportive, empathetic or sensitive
"Female" traits
Possess the traits men lack: nurturint, caring, suportive, ect.
To Be Educated...
To be educated is to engage in a conversation that stretches time, that enables the student today to converse with previous scholars.
Educaation is the development of intellectual and moral habits through the give-and-take of the conversation that ultimately gives "place and character to every human activity and utterance." Education - the conversation - is the place where one comes to learn what it is to be a person.
meaning ed. phil
the New
to gain a better understanding of historical ideas about female educaiton
A......
A......
A.....
Full transcript