With this volume a gap in the philosophical didactics is closed. A historical section initially introduces authors who have determined the gender discourse and at the same time a critical discussion. This is followed by an overview of sexual and gender diversity, its basics and differentiations. Theoretical papers then deal with the relevance of gender research for the self-understanding of philosophical education. Finally, practice-specific contributions demonstrate how topics and aspects of the gender problem can be prepared for different age groups and school types.
With 2 lesson plans.
Author(s): Markus Tiedemann, Bettina Bussmann
Publisher: Palgrave Macmillan
Year: 2023
Language: English
Pages: 265
City: Cham
Preface
Contents
About the Editors and Authors
About the Editors
About the Authors
List of Figures
List of Tables
Introduction and Sketch of the Problems
1 Philosophical Foundations
2 Gender Equality
3 Love, Sexuality, Family
3.1 The Social Constructivist View
3.2 The Scientific View
4 Two Central Tasks for Philosophical Educational Processes
5 Analysing Culturalistic and Naturalistic Misunderstandings
6 Continuing the Programme of the Enlightenment
7 The State of Research in Philosophy Didactics and its Future Tasks
8 Legitimation
9 Contents
10 Philosophical and General Teaching Methods
11 Teaching Materials
12 Empirical Educational Research
Literature
Material
Part I: Sexuality, Feminism and Gender
Philosophical Positions in Their Historical Development
1 Hellenistic Antiquity
2 Augustine
3 Jean-Jacques Rousseau
4 John Stuart Mill and Harriet Taylor Mill
4.1 Gender Image
4.2 Marriage and Divorce
4.3 Legacy
5 Magnus Hirschfeld
5.1 Image of Man
5.2 The Third Sex
5.3 The Institute for Sexual Science
5.4 Legacy
6 Sigmund Freud
7 Erich Fromm
7.1 The Female-Male Polarity
7.2 Homo- and Bisexuality
7.3 The Childbearing Capacity of Women
7.4 Differences in Sexual Behaviour
7.5 Classification and Evaluation of Fromm’s Gender Concept
8 Simone de Beauvoir
9 Judith Butler
Literature
Gender and Sexual Diversity
1 Biological Basics
1.1 Introduction
1.2 “How?” and “Why?”: Biological Scientific Explanations on Two Levels
1.3 What Do Biologists Mean When They Talk About Sex?
1.4 How Does Sex Develop (in Humans)?
1.5 Why Is There Sexuality at All, Why Are There Genders – and Why Only Two?
1.6 Why Does Sexuality Exist?
1.7 Why Do Male and Female Individuals Differ?
1.8 Why Is Sex Fun?
1.9 Conclusion
2 Intersexuality
3 Transsexuality
4 Heterosexuality and Homosexuality
4.1 Heterosexuality
4.2 Homosexuality
5 Bisexuality
6 Asexuality
References
Part II: Gender Issues in the Philosophical Didactic Discussion
Didactical Relevance
1 Gender and Sexuality as Important Aspects of Identity Formation
2 Embedding the Topic in German Curricula
3 School Education Projects as a Stopgap Measure in Teaching Practice
4 Gender in the Focus of Didactic Journals
References
Controversial Issues in Philosophy Didactics
1 Male Domain Philosophy – Does Philosophy Need a Female Canon?
1.1 Canon Formation
1.2 On the Canon Theory
1.3 What Is a Canon?
1.4 Canon Theory
1.5 The Stigma of Female Authorship
1.6 Is There a Need for a Female Canon in Philosophy Didactics?
2 Of the Female Voice of Morality – Should There Be a Gender-Sensitive Philosophy Class?
2.1 From Exclusion Through Difference to Inclusion Through Equality
2.2 The Difference Hypothesis of Carol Gilligan
2.3 Gender-Sensitive Philosophy Teaching
3 “And He Was Gay” – Does the Sexual Orientation of Philosophers Matter in the Classroom?
Literature
Selection and Integration of Different Media
1 Children’s and Youth Literature
1.1 State of Research and Discussion in Subject Didactics
1.2 What Is the Use of Youth Literature in Ethics Education? Potentials and Limits
1.3 Gender-Sensitive View of Youth Literature
1.4 Selection Criteria from a Philosophical-Didactic and Gender-Theoretical Perspective
1.5 Two Suitable Books for Young People for Ethics Lessons
2 Film and Television
2.1 The Current Situation
2.2 Methodological Implementation
3 Music
3.1 Music as a Mirror and Co-creator of Gender Discourse
3.2 Kollegah’s & Farid Bang’s “One Night Stand”: “Enlightened, Ironic Sexism”
3.3 Kraftklub’s “Dein Lied”: The Relationship Between Art, Artist and Morality
3.4 SXTN’s “He Wants Sex”: Between Self-Empowerment and Gender Stereotypes
3.5 Alligatoah’s “ Meine Hoe “: What Remains Is Reflection
3.6 Conclusion
4 Social Media
4.1 The Paradox of Visibility
4.2 Stereotypical Role Clichés on All Channels
4.3 Raising Awareness of Backward-Looking Role Models
Literature
Part III: Possibilities of Implementation in the Classroom
Male, Female, x – Gender Between Biological Determination and Social Construction
1 Introduction
2 Condition Analysis
3 Didactical – Methodical Analysis
4 Learning Objectives of the Planned Unit
5 Planned unit
Literature
Further Reading
“Man + Woman = Marriage – What Is the Role of Sexual Diversity in Our Society?”
1 Condition Analysis
2 Didactic-Methodical Analysis
2.1 Double Lesson – Introducing the Topic of Sexuality
2.2 Double Lesson – Heteronormativity I
2.3 Double Lesson – Project Day “Gerede e. V. Dresden”
2.4 Double Lesson – Heteronormativity II
2.5 Double Lesson – Stigmatisation in History and Present – Elaboration
2.6 Double Lesson – Stigmatisation in History and Present – Presentation
2.7 Double Lesson – Essay as a Conclusion of the Topic Complex
3 Learning Objectives of the Learning Area Planning
4 Learning Area Planning
Literature
