| Summary: | 碩士 === 國立中正大學 === 教育研究所 === 99 === There are three main aims of this thesis. First, it investigates the gender education background and contents of Plato, Rousseau and Dewey. Secondly, it explores the gender view and women education thought of these three philosophers. Finally, it illuminates the implications of the three philosophers’ women education on the gender equity education in Taiwan. The main findings and suggestions are as follows:
I. Main findings
1. Plato‘s female guardians education adopted a kind of communism. He claimed that man and woman with golden and sliver nature could be the guardians, and the guardians’ marriage must take account of national benefits and eugenics. Plato emphasized the justice and masculine characteristics of guardians and educational contents. Rousseau claimed that educational contents and social roles were determined by sex, he emphasized the complementarity of both sexes’ characteristics. Rousseau considered that woman was endued with the duty of a dutiful wife and loving mother by nature, and women education was associated with men. Dewey’s pragmatism provided an advantageous base for gender equity. He claimed that coeducation was necessary for democratic society, and it could establish good gender attitude and reduce the differences between men and women.
2. Plato degraded femininity. Because of the national benefits, women had the educational opportunity. The educational methods and contents were male-based, and it would cause the oppression of gender stratification. Rousseau had different criterion of natural men and women. He distinguished sex and gender characteristics by dualism. Rousseau regarded woman as the hidden agent of social reform, however he also claimed that the aim of educated women is to fulfill men’s needs. Dewey emphasized the communication between different genders. He claimed that coeducation could promote democratic society, and exclude the prejudice of individual experience. Dewey however retained the dualism of gender characteristic and gender division of labor.
3. The implications from this research includes: To deliberate the influences of globalization on gender equity education, to emancipate gender characteristics, to eliminate gender constraints, and to move toward the school life of gender convergence, therefore teachers have to play critical role of transforming instruction practice of gender equity.
II. Suggestions
1. On the part of educational policy-making, we have to deliberate the influences of educational policy on gender equity education; the related policies have to promote the positive aspects of gender equity education.
2. On the part of schools and teachers, it is necessary to reshape school culture of gender convergence, and to carry out gender-sensitive instruction practices base on the life experiences.
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