caa a22 4500 445848197 CHVBK 20180317145405.0 cr unu---uuuuu 170323e20110701xx s 000 0 eng 10.1007/s11217-011-9230-2 doi (NATIONALLICENCE)springer-10.1007/s11217-011-9230-2 Bynum Gregory Department of Educational Studies, School of Education, SUNY New Paltz, 800 Hawk Drive, 12561-2442, New Paltz, NY, USA aut The Critical Humanisms of Dorothy Dinnerstein and Immanuel Kant Employed for Responding to Gender Bias: A Study, and an Exercise, in Radical Critique [Elektronische Daten] [Gregory Bynum] Two humanist, critical approaches—those of Dorothy Dinnerstein and Immanuel Kant—are summarized, compared, and employed to critique gender bias in science education. The value of Dinnerstein's approach lies in her way of seeing conventional "masculinity” and conventional "femininity” as developing in relation to each other from early childhood. Because of women's dominance of early childcare and adults' enduring, sexist resentment of that dominance, women become inhumanely associated with the non-adult qualities of immaturity, dependence, and childish vulnerability and punish-ability; and male human beings—to whom woman-resenting convention assigns the impossible task of absolutely triumphing over "the feminine,” childhood experience, and all human vulnerability—become inhumanely held to unachievable standards of super-hero invulnerability and god-like mental and practical infallibility. The value of Kant's approach lies in his insistence that our sense of what is right and necessary for social progress must arise in a practically engaged and experientially full manner, rather than (1) from concepts (such as rigid ideological prescriptions) conceived as being detached from sense experience and as arising from an otherworldly, divine or quasi-divine realm of moral infallibility (such concepts being conventionally associated with "masculine” authority and leadership), or (2) from a sense of being trapped in what—in a given historical, cultural, or experiential moment—may appear as an absolute and unchangeable reality of embodied human experience (an anti-critical, anti-intellectual, and anti-progressive sense of things often associated with disempowered "feminine” experience). I demonstrate that critique integrating these approaches is useful in a science education setting. Springer Science+Business Media B.V., 2011 Kant nationallicence Dinnerstein nationallicence Gender nationallicence Science education nationallicence Studies in Philosophy and Education Springer Netherlands 30/4(2011-07-01), 385-402 0039-3746 30:4<385 2011 30 11217 https://doi.org/10.1007/s11217-011-9230-2 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11217-011-9230-2 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Bynum Gregory Department of Educational Studies, School of Education, SUNY New Paltz, 800 Hawk Drive, 12561-2442, New Paltz, NY, USA aut NATIONALLICENCE 773 0- Studies in Philosophy and Education Springer Netherlands 30/4(2011-07-01), 385-402 0039-3746 30:4<385 2011 30 11217 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer