從珍．馬丁的性別敏銳看女性特質與女子教育

An Exploration of Feminine Characteristics and Women’s Education Through Jane Roland Martin's Gender Sensitivity Theory

10.6360/TJGE.201712_(20).0002

林麗珊(Lin, Li-Shan)

女子教育 ； 女性特質 ； 性別偏見 ； 性別敏銳 ； 博雅教育 ； woman’s education ； feminine characteristics ； gender biases ； gender sensitivity ； liberal education

通識教育學刊

20期（2017 / 12 / 01）

39 - 59

繁體中文

在Daniel G. Mulcahy《教育人》（The Educated Person: Toward a New Paradigm for Liberal Education）一書中，將Jane R. Martin（1929-）的主張加入了博雅教育的討論，因為Martin在支持博雅教育的同時也提出在當時令人側目的批判觀點，並且期望賦予教育人一個嶄新的定義，其中最大的貢獻就在於打破關於博雅教育長久以來的進行模式，她檢視並擴展了教育思維的範疇，尤其是對女性獨特經驗與聲音的強調，挑戰傳統有關教育的價值與優先順序。本文從Martin的性別敏銳之強調開始，探討教育哲學家對女性特質與女子教育之見解，希望從中建立現代性別平等教育的意義與內涵。

In his work, The Educated Person: Toward a New Paradigm for Liberal Education, Daniel G. Mulcahy incorporates the research of Jane Roland Martin (b. 1929) into the discussion of liberal education. Martin has proposed many exceptional viewpoints on liberal education while advocating for it, and she strives to bestow a new definition on liberal education for the educated person. Martin has contributed to this cause by shattering the way liberal education has been implemented, re-examining and expanding the traditional concept of education. She emphasizes the significance of women’s unique experience, asks that their voices be heard, and challenges traditional ideas on the value and priority of their education. This study opens with Martin's emphasis on gender sensitivity and explores various perspectives of educational philosophers regarding feminine characteristics and women's education. The purpose of this study is to define the meaning and significance of gender equality in modern education.

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