Introduction
One of the key debates in history had to do with how education should be employed. Throughout humankind’s development, it is evident that the education system and gender relations within it cannot remain complacent. This thesis will attempt to compare two approaches to education and gender relations, one advocated by Plato and the second presented by Mary Wollstonecraft. Eventually, it will answer the question of what are the differences and similarities between the two and which one is the most suitable in the current educational context, with respect to Canada’s constitution and law system.
Discussion
There is a causal relationship between education, gender relations, and societal development, which is reflected in causal chains. While the thesis statement and research question are theoretical in nature, they both have functional repercussions with regard to the current system of education and societal issues with respect to Canadian laws. In this proposal, it is important to overview the basic premises of both approaches to be able to sketch the research stages and steps necessary for their implementation. As social science research, this thesis will primarily employ content analysis and empirical observations as key methodological tools.
It is crucial to obtain an understanding of both authors’ key premises to prioritize the next steps of the research. In Republic and Symposium, Plato describes his utopian worldview, which relies heavily on coercive educational practices to generate the “best” kinds of people in society. Plato’s suggestions for change include giving the city responsibility over education and literature, as well as the ability to shape the character of its inhabitants through carefully planned schooling (Emlyn-Jones & Preddy, 2019). The entire spectrum of culture, art, and school curriculum would be subject to this rigid moralistic regulation. Plato contends that education has the capacity to subdue the soul and even extinguish it to produce individuals who lead moral and fulfilled lives.
In relation to gender relations, it is confusing how Plato views women since it appears to support both gender equality and the factual enslavement of women at the same time. Scholars frequently question whether Plato is advocating gender equality or patriarchy in the face of evidence for both rather than focusing on the specific treatment of women in the discussion to which it alludes. Even while Plato insists on the idea of equal education for women, he does not seem sure if it should be put into practice. This is particularly apparent in his stance regarding women’s involvement in the education system in general. In order to comprehend Plato’s views on gender relations, it is first important to assess if there is a compelling argument in his writings, i.e., does he support giving women a larger social role, or does he reject the suitability of the female nature for social life and education?
The importance of women’s education is a crucial hint that his attitude toward women goes beyond hesitation or prejudice. Women, according to Plato, make some hazy contributions to the development of virtue. However, he defers a detailed examination of them and the issue of education until after they have looked at the conception, upbringing, and education of urban children (Sheffield, 2018). Thus, a thorough examination of Plato’s suggestion will determine whether or not women may play a role in society and in education.
The foundation of Wollstonecraft’s argument is the idea that intellectual equality is the first step toward political and economic equality. In her work, Wollstonecraft discusses a number of important topics pertaining to women’s education. Her views and criticisms pose significant issues with the pursuit of gender-neutral educational opportunities. Similarly to Plato, Wollstonecraft believes that objectification determines a woman’s fate. However, she goes further, suggesting that, nonetheless, education should be given to both men and women to ensure the correct performance of tasks and responsibilities.
The promotion of women’s rights brought together the core tenet of what Wollstonecraft considered society’s principal problem. It is the pervasive notion that some people can reason while others cannot. In contrast to Plato’s approach, she observed a system designed to cause anguish that stripped women of all sense of value outside their appearance. As a result, her view of gender relations and education takes into account not only women but all those who are denied the right to reason, forcing them to look for a sense of self-worth in things (Wollstonecraft, 1963). They require obligations as well as rights, just like the citizens of Plato, so that they can contribute to society and work toward a common objective. However, Wollstonecraft, in contrast to Plato, did not advocate any cogent image of the perfect society. She exuded confidence that if education could create a society where individuals felt free to pursue their own interests, it would inevitably develop into something great in its essence (Wollstonecraft, 1963). The examination of Wollstonecraft’s thoughts in comparison with Plato is essential for this research since it gives a more feminine picture of gender relations and can theoretically fill the gaps in Plato’s vision.
Conclusion
The aforementioned research steps will ensure the proper understanding of approaches to gender relations and education, which will be crucial in assessing the perspectives of both. The theoretical synthesis of the hypotheses of the authors, taking into account Canadian legislation and modern practices will conclude the thesis, providing possible direction for future research activities. Going forward, this research can serve as the basis for the incorporation of other perspectives on education, for example, Rousseau’s. The answer to the research question will support the hypothesis provided and create new directions for implementation.
References
Emlyn-Jones, C. J., & Preddy, W. (Eds.). (2019). Plato: Republic. Harvard University Press.
Sheffield, F. C. (Ed.). (2018). Plato: The Symposium. Cambridge University Press.
Wollstonecraft, M. (1963). A vindication of the rights of women. The Vindications. Ed.