An erudite analysis, comparison and critique of five theoretical
systems of female education from Plato to the early 20th century.
The author ultimately synthesizes the various theories into her own
recommendations for an education that satisfies the needs of both
men and women. Today's educators follow Plato's system of
identical, "gender-blind" coeducation as outlined in his Republic.
But, as Martin points out, the male/female rulers-to-be in Plato's
ideal state lived in a world without marriage, homes, families.
Children were reared by nurses. The governing class was not to be
distracted by domestic details. Thus its educational system gave no
heed to the development of nurturing skills or, in Martin's words,
"the reproductive processes of society." It stressed development of
the "productive" abilities required for participation in and
leadership of society-at-large. Rousseau, however, believed the
family to be the linchpin of a democratic society. In Emile (1762),
the young boy is educated to be a self-sufficient member of
society. The wife, however, is trained solely to please, obey and
rear children. Her "gender-bound" education stresses only the
reproductive process. Mary Woolstonecraft (A Vindication of the
Rights of Women) later challenged Rousseau, claiming that a woman
so educated would be too superficial even to make a fit wife or
mother. She called for an intensive education for women, even
though they would end up in domesticity anyway. Catharine Beecher's
A Treatise on Domestic Economy (1842) called for raising the status
of motherhood and wifehood through an education that would have
turned out professionals in the domestic arts - home economics
majors, in other words. In a radical departure, prefiguring some of
the more garish excesses of the women's liberation movement,
Charlotte Perkins Gilman's 1915 novel Herland involved an
all-female society that reproduces parthogenetically. Biological
mothers nurse their daughters, but their upbringing and education
is assigned to specialists who allow them to develop naturally in a
stimulus-rich environment. They then can decide on the specialties
they want to pursue, for careers as well as enjoyment. Martin
concludes that there should be an alternative to "gender-bound" or
"gender-blind" education: a "gender-sensitive' curriculum permeated
with "nurturance and connection" along with "today's general
curricular goals of rationality and individual autonomy." Ideally
it would feature courses such as "Compassion 101a." How is all this
to be accomplished? "The details. . .must be worked out, but I can
think of few tasks as important or exciting."In sum, a stimulating
stew of ideas, but it lacks one essential ingredient - a realistic
approach. (Kirkus Reviews)
In this book Jane Roland Martin joins in conversation with five
philosophers-Plato, Rousseau, Mary Wollstonecraft, Catharine
Beecher, and Charlotte Perkins Gilman-about how women should be
educated in an ideal society, and she draws out implications for
the education of both sexes today. "A timely and important
contribution both to feminist theory and to the philosophy of
education."-Carol Gilligan, Harvard University "Fascinating. . . .
The juxtaposition of views, together with Martin's critical
comparisons, illuminates each account."-Martha Nussbaum, New York
Review of Books "Martin's careful work shows [that]. . . a serious
effort to design ideal education for women makes it necessary also
to rethink men's schooling. This is an important book."-Library
Journal "Martin has provided a uniquely valuable service to
educators."-Sandra Harding, Journal of Education "This is a
decidedly intelligent and well-written book."-Margaret Canovan,
Times Higher Education Supplement "The book ends with questions
rather than answers: how best can each of us reflect all things
human in our own lives, and how can education prepare us to do so
effectively? The great strength of Martin's work is the historical
resonance that it gives both to these questions and the
understanding of their fundamental importance for men and women
alike."-Margaret Rouse Bates, Signs Selected as an American
Educational Studies Association's "Critics Choice" book for 1986
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