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These days, it is usually not long before a problem is expressed as a gender issue. This essay looks at where the concept of gender equality came from and how gender equality should develop standards of academic achievement that widely apply in schools and universities. I will consider the trajectory of the idea of gender equality and the role that gender equality plays, and might come to play, in the class.
To clarify, the assumptions about what is natural in the sexual domain have varied in different historical or cultural contexts. As sexuality is determined by genes, it is only natural that boys and girls should prefer different activities characteristic of them. However, it is now shaped by the social norm that men and women have equal rights of employment, of social benefit and of education, and it is more natural for them to be taught the same physics and literature that suit both in classroom settings.
Alternatively, while men and women should have equal rights, that is not the same as saying they are identical. For example, teenage girls in the formative years mature faster so can be better at communication and self expression through art. However, this tendency and their preference should not mean that women are discriminated against male (women-men의 조합, 혹은 females-males의 조합 중 하나로 가주시면 됩니다. 이것도 하나의 일관성 관련 사항이라 보시면 돼요.) or all major positions in society. The concept of a gender equality culture should ensure that everyone is treated with respect not just for their inherent dignity but also for human worth.
By way of conclusion, this is a brief account of the concept of gender equality that looks at the roots of rights of education and analyses the current situation of male and female students in science and arts. (결국 성평등은 논제에 대한 확대된 해석이고, 본질은 이것이기 때문에 가급적이면 이러한 내용을 보다 확실히 서/본론에도 보여주시면 됩니다.) Since women and men are not identical, the concept of a gender equality culture means different things to different people. In the classroom, however, their difficulties should not mean inequities. |