Essentialism Regarding Human Nature in the Defence of Gender Equality in Education

Abstract

In this article I consider contemporary philosophical conceptions of human nature from the point of view of the ideal of gender equality. My main argument is that an essentialist account of human nature, unlike what I take to be its two main alternatives (the subjectivist account and the cultural account), is able coherently to justify the educational pursuit of this ideal. By essentialism I refer to the idea that there are some features common to all human beings (independent of individual, cultural and historical factors) that are conducive to a good life and human flourishing. I also consider the main philosophical challenge of essentialism, the naturalistic fallacy, and the ways in which contemporary versions of essentialism might escape this charge.

Education for flourishing and flourishing in education

“…Aristotle, 2009;Foot, 2001), while others have a wider scope and include characteristics that human beings share with other species, like feelings, or the things that are good for human beings (what they need to ourish), which can be good for non-human beings too (e.g. Holma, 2007;Nussbaum, 2006).…”

Reimagining Education: The International Science and Evidence Based Education (ISEE) Assessment

“…Aristotle, 2009;Foot, 2001), while others have a wider scope and include characteristics that human beings share with other species, like feelings, or the things that are good for human beings (what they need to flourish), which can be good for non-human beings too (e.g. Holma, 2007;Nussbaum, 2006).…”

Gender Equality in Education from Kindergarten to Higher Education: Policies and Practices

“…With its all aspects and in all levels of education from kindergarten to tertiary, gender (in)equality has been debated by educational researchers from almost all over the world (Aktaş et al, 2017;Albinsson & Arnesson, 2017;Berggren, 2011;Brunila & Ylöstalo, 2015;Connell, 2010;Cooray, 2012;Driessen & van Langen, 2013;Esen, Siyez, Soylu, & Demirgürz, 2017;Forde, 2014;Holma, 2007;Khan et al, 2017;Keogh, 2008;Licumba, Dzator, & Zhang, 2015;Teelken & Deem, 2013;Venegas, 2013). The main focus of studies on gender equality in education is to strengthen the idea that "education can address the inequalities which deprive millions of children, particularly girls, access to education and better life opportunities" (Daoud, 2013, p. 65), and it can play key role in empowering girls and women (McCleary-Sills, Hanmer, Parsons, & Klugman, 2015;Khan & Fernandez-Carag, 2016;Sihotra & Sharma, 2015).…”