Male Dominance and the Mastery of Reason

Haynes, Felicity

doi:10.5840/thinking19941135

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“…Through direct engagement with others in collaborative dialogue, children encounter interdependence that has the potential 'to bridge the dichotomy which exists when gender difference is seen in terms of differentiation and objectifications by transforming it into one of direct association and engagement' (p. 17). Haynes (1994) draws attention to male dominance and the mastery of reason, particularly, the separation of language and logic as a problematic binary. She argues that the combination of the community of inquiry and appropriate stimulus for discussionshe particularly refers to Lipman's novel Harry Stotlemeier's Discoverycan provide a learning environment where the presentation of formal logic is neither oppressive nor coercive, because logic 'is no longer at the top of a hierarchy of developmental stages of child development ' (p. 22) found in the theories of, for example, Jean Piaget and Lawrence Kohlberg.…”

Section: Gender and The Philosophy For Children Classroommentioning

confidence: 99%

Disruptive philosophies: Eco-rational education and the epistemology of place

Thornton¹

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Climate change and colonisation share many similarities. Both are the result of complex interactions between epistemology and ontology. Both are the indirect result of individualism and industrialisation. Both can be said to fail to recognise limits, and both have had many theses written on them already. Instead of focusing on one or the other, I join Val Plumwood in looking for a shared logic that underpins the two. Plumwood's work centres on trying to bring together multiple critiques of domination: feminism, critical race theory, indigenous philosophy and environmental philosophy, to explicate what they have in common: the logic of domination. The careful way in which she combines these fields allows her to argue that our current (Western) form of rationality, marked by an emphasis on the liberal individual's stark separation of the human from the earth and earth Others, is irrational. Further, it is a potentially suicidal rationality, in that it is not only divorced from, but unable to recognise, environmental limits, the observation of which is essential to human survival. To better explicate how the logic of domination operates in social, cultural, institutional and political habitats, I incorporate Albert Camus' search for moral limits into Plumwood's framework. If climate change and colonisation are underpinned by an ecologically irrational epistemology, then education as an instrument of liberal-democracy is implicated in the reproduction of ecological irrationality and is, therefore, a site of possible disruption of dominant logic. To this end, I discuss philosophical suicide, heavenism, epistemic violence, anthropocentricism, anthropomorphism, and the myth of reversal to illustrate the historical influences of Western philosophical thought that has dominated liberaldemocratic institutions. I follow dominant logic's legal and ontological instantiation through the doctrine of discovery, Terra Nullius, liberal-democracy, the Stolen Generations, the apology, the Northern Territory intervention, and the slaughterhouse. I show that how we remember the past, exercise our imagination, and conceive of truth and morality, can either perpetuate or mitigate dominant logic. The overarching two-part question of this thesis, then, is: (1) why are societies structured as they are? and (2) how does education reinforce or disrupt existing structures? Consequently, the thesis is in two parts. The first looks at the ways in which Australian xii

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Section: Gender and The Philosophy For Children Classroommentioning

confidence: 99%

Disruptive philosophies: Eco-rational education and the epistemology of place

Thornton¹

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“…Some feminists who are interested in P4C expressed some concerns that traditional philosophy-particularly western philosophy with its established dichotomies (such as mind/body; reason/emotion)-may impact P4C through excluding women's voices and perspectives of the world and reproduce gender inequalities (Field, 1995(Field, , 1997Macoll, 1997;Haynes, 1994). For instance Macoll (1997) internationally, "as someone racialized as 'other than white'", also lead[s] him "to suggest that, for many P4C practitioners, race is also a 'no go area'" (p. 11).…”

Section: Problems With Existing Cpi Modelsmentioning

confidence: 99%

Collaborative philosophical inquiry as peace pedagogy

Moghadam¹

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This thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis. I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, financial support and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my higher degree by research candidature and does not include a substantial part of work that has been submitted to qualify for the award of any other degree or diploma in any university or other tertiary institution. I have clearly stated which parts of my thesis, if any, have been submitted to qualify for another award. I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School.

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Male Dominance and the Mastery of Reason

Cited by 2 publications

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Disruptive philosophies: Eco-rational education and the epistemology of place

Disruptive philosophies: Eco-rational education and the epistemology of place

Collaborative philosophical inquiry as peace pedagogy

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Male Dominance and the Mastery of Reason

Cited by 2 publications

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Disruptive philosophies: Eco-rational education and the epistemology of place ​​​​​​​

Disruptive philosophies: Eco-rational education and the epistemology of place ​​​​​​​

Collaborative philosophical inquiry as peace pedagogy

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Disruptive philosophies: Eco-rational education and the epistemology of place

Disruptive philosophies: Eco-rational education and the epistemology of place