构建性别正义的教育——弗里丹女性主义教育思想新探  

Constructing the Education with Real Gender Justice:A New Exploration of Feminist Educational Ideology of Friedan

作　　者：徐辉[1] 袁成欣 XU Hui;YUAN Cheng-xin(Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学,重庆400715

出　　处：《山东女子学院学报》2023年第6期57-64,共8页Journal of Shandong Women＇s University

基　　金：国家社会科学基金“十三五”规划2019年度教育学重点课题“构建人类命运共同体视域下国际教育援助理论与我国教育援助策略研究”(项目编号:ADA190016)。

摘　　要：贝蒂·弗里丹立足于女性视角考察美国妇女问题,分析了二战后美国复杂的社会背景,揭示了美国女性与社会现实乃至教育之间的隐秘联系。她通过对以弗洛伊德性唯我论为代表的理论批判,在马斯洛心理学等理论基础上构建了新的女性主义理论。她批判了以性别差异为指导方向的教育:追求“女性特征”完善的教育目的观、强调“女性特征”的课程观和缺乏批判与创造性的女性教学方法论;并深刻阐明了性别正义的女性主义教育思想:个人、家庭和社会相统一的教育目的观、开放包容的课程观、鼓励发展的教学方法论、终身关怀的教育价值论,意图构建真正性别正义的教育。Based on the female perspective,Betty Friedan investigated the issues of American women,analyzed the social background of the United States after World War II,and revealed the secret connection between American women,social reality and education.Friedan built her feminist theory on the basis of Maslow’s psychology and other theories by critiquing the theories represented by Freudian solipsism.Friedan criticized gender-oriented education:the educational purpose of pursuing perfect female characteristics,the educational curriculum of emphasizing“female characteristics”and the lack of critical and creative female teaching methodology.She has profoundly expounded her feminist educational ideology:a view of educational purpose that unifies the individual,family and society,an open and inclusive educational curriculum,a pedagogical methodology that encourages development,and an educational value theory of lifelong care,with the intention of building the education of people with real gender justice.

关 键 词：贝蒂·弗里丹 女性主义 性别正义 

分 类 号：C913.68[经济管理]