Jane Roland Martin challenged the presumed gender neutrality of the late-twentieth-century analytic philosophy of education with her 1981 critique of R. S. Peters’s ideal of the educated person. She proposed the democratic necessity of constructing a “gender-sensitive” educational ideal, meaning that philosophers and educators should take gender into account when it is of educational consequence and ignore it when it is of no educational consequence.
Citing epistemological inequality that excludes, distorts, and marginalizes women as subjects and objects of educational thought, she analyzed the ideal of the educated woman as formulated by Plato, JeanJacques Rousseau, Mary Wollstonecraft, Catharine Beecher, and Charlotte Perkins Gilman and concluded that education itself requires radical redefinition. Focused upon “productive processes of society,” Martin argued, education reflects preoccupation with matters of cultural, political, and economic significance, but also should reflect the significance for both men and women of “reproductive processes of society” that historically philosophers have designated as women’s characteristic social functions alone: bearing and rearing children; managing households; and offering various sorts of care, concern, and connection in daily life.
Martin’s subsequent prolific writings have reformulated this normative claim by critically investigating its conceptual significance for transformation of both sexes’ schooling, higher education, and general cultural transmission through “multiple educational agency,” as well as for “culture-crossing” individuals’ educational metamorphoses.
Also influential, Martin’s contributions to the analytic philosophy of education before 1981 formulated conceptual foundations for interdisciplinary curriculum theory: hidden curriculum, basics, disciplines, subjects, choice and chance, knowing how and knowing that.
Bibliography:
- Laird, S. (2001). Martin, Jane Roland. In J. A. Palmer (Ed.), Fifty modern thinkers on education: From Piaget to the present day (pp. 203–209). London: Routledge.
- Martin, J. R. (1985). Reclaiming a conversation: The ideal of the educated woman. New Haven, CT: Yale University Press.
- Martin, J. R. (1992). The school home: Rethinking schools for changing families. Cambridge, MA: Harvard University Press.
- Martin, J. R. (1993). Changing the educational landscape: Philosophy, women, and curriculum. New York: Routledge.
- Martin, J. R. (1999). Coming of age in academe: Rekindling women’s hopes and transforming the academy. New York: Routledge.
- Martin, J. R. (2002). Cultural miseducation: Toward a democratic solution. New York: Teachers College Press.
- Martin, J. R. (2007). Educational metamorphoses: Philosophical reflections on identity and culture. Totowa, NJ: Rowman & Littlefield.
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Jane Roland Martin challenged the presumed gender neutrality of the late-twentieth-century analytic philosophy of education with her 1981 critique of R. S. Peters’s ideal of the educated person. She proposed the democratic necessity of constructing a “gender-sensitive” educational ideal, meaning that philosophers and educators should take gender into account when it is of educational consequence and ignore it when it is of no educational consequence.
Citing epistemological inequality that excludes, distorts, and marginalizes women as subjects and objects of educational thought, she analyzed the ideal of the educated woman as formulated by Plato, JeanJacques Rousseau, Mary Wollstonecraft, Catharine Beecher, and Charlotte Perkins Gilman and concluded that education itself requires radical redefinition. Focused upon “productive processes of society,” Martin argued, education reflects preoccupation with matters of cultural, political, and economic significance, but also should reflect the significance for both men and women of “reproductive processes of society” that historically philosophers have designated as women’s characteristic social functions alone: bearing and rearing children; managing households; and offering various sorts of care, concern, and connection in daily life.
Martin’s subsequent prolific writings have reformulated this normative claim by critically investigating its conceptual significance for transformation of both sexes’ schooling, higher education, and general cultural transmission through “multiple educational agency,” as well as for “culture-crossing” individuals’ educational metamorphoses.
Also influential, Martin’s contributions to the analytic philosophy of education before 1981 formulated conceptual foundations for interdisciplinary curriculum theory: hidden curriculum, basics, disciplines, subjects, choice and chance, knowing how and knowing that.
Bibliography:
- Laird, S. (2001). Martin, Jane Roland. In J. A. Palmer (Ed.), Fifty modern thinkers on education: From Piaget to the present day (pp. 203–209). London: Routledge.
- Martin, J. R. (1985). Reclaiming a conversation: The ideal of the educated woman. New Haven, CT: Yale University Press.
- Martin, J. R. (1992). The school home: Rethinking schools for changing families. Cambridge, MA: Harvard University Press.
- Martin, J. R. (1993). Changing the educational landscape: Philosophy, women, and curriculum. New York: Routledge.
- Martin, J. R. (1999). Coming of age in academe: Rekindling women’s hopes and transforming the academy. New York: Routledge.
- Martin, J. R. (2002). Cultural miseducation: Toward a democratic solution. New York: Teachers College Press.
- Martin, J. R. (2007). Educational metamorphoses: Philosophical reflections on identity and culture. Totowa, NJ: Rowman & Littlefield.
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