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Gender Differences in Learning and Education
Judith Sargent Murray On the Equality of the Sexes
Judith Sargent Murray On the Equality of the Sexes
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In her poem, “On the Equality of the Sexes”, Judith Sargent Murray stated that it was easy for her to see that not all minds are the same (Murray 1), the reality of this can be observed daily (2). A person can be born with a mind that appreciates education, but not all will reach the statures of the likes of Newton, as not everyone is capable of higher learning (3-6). She realized that education can be beyond the reach of some because the lessons simply go over their heads (7). However, for someone who truly wants to learn, nothing is beyond their grasp (8). All it takes is determination, and a lot of time spent studying, to reach their goals (9-10)
Sargent Murray acknowledged that education is not for everyone, some people are happy
Moreover, education can also be halted due to ones gender. This is so in the case of Carrie Bishop. Because she is female, her father will not pay for nursing school. If not for Miles, Carrie's liberal brother and graduate of Berea College, she would have stayed at home and become the traditional homemaker. Another way her education was stunted is not due to anyone persons prevention but by her own personality and physical appearance.
At birth, we are a blank slate, regardless of gender. We are introduced into a world that wrongly believes gender defines who we are and what we shall be. Everything we see, hear, taste, smell, and feel impacts our minds and how we react. Therefore, behaviors between the sexes are learned from our interactions with the opposite sex and how we, as individuals, see our world. In the literary piece, The Distrust between the Sexes, Karen Horney asks this question: “…What special factors in human development lead to the discrepancy between expectations and fulfillment and what causes them to be of special significance in particular cases” (Horney)?
When I first started skimming over Karen Horney, (2017), "The Distrust between the Sexes" the first thing that caught my eye was the fact that Horney used quotation marks on a specific word or phrase. As a reader, this immediately draws my eyes to those specific words or phrases. This also lets her audience know that those specific words or phrases are important to the telling of her story. One example of quotation marks Horney, (2017), uses is "you never really loved me" (p.502). This is a very powerful statement, so I can see why it is in quotation marks because most of have probably used this phrase towards the opposite sex. Wither it was in an argument or at the end of a relationship when our emotions are running we all have probably used the phrase "you never really loved me".
The contentious little book titled Women, Power, Politics maintains politics to be devalued, acknowledging the fact that only few people do vote, and women are unable to achieve within the realm of Canadian politics. Sylvia Bashevkin, the author of the book argues that Canadians have a profound unease with women in positions of political authority, what she calls the "women plus power equals discomfort" equation. She evaluates a range of barriers faced by women who enter politics, including the media's biased role of representing the private lives of women in politics, and she wonders why citizens find politics is underrepresented in Canada compared to Belgium. In clear, accessible terms, Bashevkin explains her ideas on how to eliminate “low voters turn-out,” “devaluation of politics,” "gender schemas," and "media framing.” She outlines some compelling solutions to address the stalemate facing women in Canadian politics which are; contesting media portrayals, changing the rule of the game, improving legislative quotas, electoral reform, movement renewals, and so on. This response paper would addresses the reality of a political mainstream, actions which should be taken against the oppressive elements of reality, and the awareness it brings through economic, social, and political environment.
Murray believes that students should receive a liberal education, yet they should not have to wait until college to do so (Murray 225). Murray states that a person should not be forced to obtain a college-level liberal education, simply because they are capable of doing so (Murray 228). On higher education, Murray says, “A large proportion of people who are theoretically able to absorb a liberal education have no interest in doing so.” (Murray 228). Regardless of the fact that a person fits the criteria enabling them to pursue a college degree, does not necessarily mean that they should, if they are not interested. It is more logical to teach students extensively before the time of college, instead of leaving out information and forcing them to attend a school (Murray 225). However, Addison disagrees with this ideology, and believes that a college education is essential to growing up.
“All I’m saying is that if there was a family tree, hard work and education would be related but school would probably be a distant cousin.” (Breaks) Spoken word poetry has become quite the phenomenon within the past few years, and it’s clear why. In Suli Breaks words, he explains the issue that falls within societies understanding of education. You see, for many people, the concept of learning lies trapped inside the walls of a building that we attend for twelve years, sometimes twenty or more, and that is the end of it. Yet this radical notion is far from the actual truth. In school we learn many things out of textbooks and from instructors that lecture about equations and literary devices, yet most of the time there is a severe lack of
Contrary to Mann’s idea that education is equal to every man, history has shown us that races were treated differently educationally. They were not given as many opportunities as white people. During the civil war African American slaves were not allowed to be taught basic education, in fear of a slave rebellion. As our history continued we have tried to right the wrongs, but somehow education is still unequal. Certain people still don't have the opportunities or resources that they need to succeed. Society has also played a major role in the equality of education, the people who are considered
“Is it upon mature consideration we adopt the idea that nature is thus partial in her distributions? Is it indeed a fact that she hath yielded to one half of the human species so unquestionable a mental superiority” (Sargent Murray 740)? The late 1700’s was a tough time for everyone. Judith Sargent Murray saw it even tougher for women who did not have the same voice or rights as men. In her essay, “On The Equality of the Sexes”, she explained ideas that she had for the equality that women should have. According to Bonnie Hurd Smith, “She also believed that the accusation that women were intellectually inferior stemmed not from their natural abilities, but from the way they were raised, as boys were encouraged to learn while girls were neglected” (Smith). Therefore, what were Murray’s main arguments? More importantly, should
... seeks to free women from their near-enslavement status and draw them up to fulfilling their potential as molders of society. Wordsworth and More seek to equip their readers with the hunger to pursue knowledge, thus spreading the thrills of a meaningful education and inspiring change in their society’s educational culture.
In Karen Horney's "The Distrust Between the Sexes," she attempts to explain the problems in the relationships between men and women. She writes that to understand the problem you must first understand that problems stem from a common background. A large amount of suspiciousness is due to people's intensity of emotions.
From a young age girls are taught how to act in society and how society wants girls to act. In the three stories by Jamacia Kincaid, Alice Munro, and Joyce Carol Oates, we see how the mothers teach and reinforce the gender roles placed on women by society. The daughters in Annie John, “Boys and Girls,” and “Shopping” are all subjects of a greater force while growing up, and they try not to conform to gender roles and the ideals of women that the mothers have.
Education is a big factor when determining if someone is able to rise above a hard upbringing. Looking into the future, education is the foundation of a career and therefore one’s success. Jeannette Walls, author of The Glass Castle, and Liz Murray, inspiration of Homeless to Harvard: Liz’s Murray’s Story, both agree that an education is necessary in order to be successful. Throughout their stories, they both worked hard in school and highly regarded their education. Jeannette’s mother Rose Mary agrees saying, “I’ve always believed in the value of a good education,” (Walls, 265). Many children take their education granted and don’t realize it is a privilege. Without a decent education, it will be nearly impossible to land a suitable job. With no job, it will be difficult to support yourself.
What is otherness? Otherness is defined as “the quality or fact of being different”. We see this term thrown around, but what does it really mean? In the world we live in today, being viewed as “other” is considered a negative aspect of a person's personality. Through the society that impacts how we see ourselves, the thought of otherness has been constructed based off of a person's social identity. In the essay “Between the Sexes, a Great Divide” author Anna Quindlen states that different genders should not define the social aspect of one another. Similarly, in Paul Theroux’s essay titled, “Being a Man” he acknowledges the fact that in the society we live in, “being a man” is a standard stereotype that men should not compare themselves to in order to be considered “manly”. Both authors identify the problem of gender expectations that results from otherness; however, while theroux makes the divide worse by generalizing with a bitter tone, Quindlen invites everyone to “do the dance” despite the discomfort and awkwardness that might occur between both genders.
In today’s high schools, education is no longer equal for all. More often than not, it is seen that the selection of subject matter of instruction has utilitarian ends conceived for the masses, and higher education is only available for a select few. In fact, Horace Mann wrote that there exists two theories- the European theory and the Massachusetts theory. The European theory describes men being divided into classes (only some have the luxury to not work), while the Massachusetts theory states that all are to have an equal chance for earning. Unfortunately, the hope of living by the Massachusetts theory is fleeting; the distance between the poor and rich of society is ever increasing, destroying the dream of ever living in a truly democratic society (Source 1). And where does this problem being? It begins at the high school level, where all children are held to the same standards, and only a select few are given the opportunity to achieve a higher education. This is common in the majority of high schools and it is becoming more prevalent. Clearly, this is the exact opposite of Dewe...
As widely cited the French Revolution served as the greatest war of liberation of the human race and decried as bloodthirsty lesson on the working of mob mentality. Women despite their extensive participation in the relatively legitimate and orderly legislative and political process, which characterized the first phase of the Revolution, as well as in the violence of the Terror were no better off in 1804 after the formulation of the Napoleonic Code. The question asked is plain. How did women after achieving hard-earned triumph, slip back to the controlling rule of men? The answer lies in the contemporary notions about women, and the image of the ideal revolutionary mother and wife propounded by philosophers, political leaders, and even women of the time. This is essentially the focus for this paper, as the paper expounds on the seemingly elusive women rights