Belenky’s male vs. female
1. Clearly articulate exactly what the argument is in philosophical terms. Does it have premises (assumptions)? Is it based on Empiricism and observation? Is the difference primarily “biological” or “sociological”?
2. What is the evidence? Provide/explain the best evidence supporting Belenky’s argument.
3. Then, evaluate how the argument is supported. Is it believable? Are the premises true?
Provide objections to this alleged “difference”. That is, provide reasons that suggest that “Male” vs. “Female” knowing is an over generalization, etc.
4) Finally, present a concluding argument (to convince the reader) that ultimately defends or rejects the original claim. What is your evidence that supports your claim? How does your conclusion address the “Biological” differences vs. the “Sociological” differences? Be sure that your position on the issue is clearly stated.
Belenky’s Male vs. Female
Belenky et al. provide stages about different ways of knowing among women, where she compares these five stages with Perry’s model of four steps. According to Belenky et al., females’ stages of learning begins at silence, which shows a lack of a voice and disconnection from knowledge. Women receive knowledge by learning and listening to others while men present dualism where they have a right or wrong perspective that requires being taught the truth. Women have subjective knowledge that is perceived as personal and intuitive, while men have a multiplicity of views (Davis, 2013). Women undergo procedural knowledge when they focus on individual learning development and knowledge acquisition, while men possess similar situations referred to as relativism. Finally, women through constructed knowledge can listen, share, and work with other people’s perspectives while maintaining their voice while in men they commit to relativism where they pick truths, even though they are wrong in a sense, but enhance their interests.
This model provides an illusion of progress among women from their silenced to voiced developmental stages. According to the interviews conducted among women, the model draws its conclusion through empiricism, as the women share their experiences while defining their knowledge acquisition steps. To some extent, it is susceptible to assumptions and generalization seen through essentialism, where the model assumes women share similar traits as a group. In addition, the differences developed are mostly sociological in nature, as they focus on the development of women’s functionality in society through knowledge acquisition stages (Draper, 2013). The model is supported using mixed-method research designs, which provides both qualitative and quantitative data making the argument more believable, accurate, and evidence-based. The identified assumptions are valid as the model is exclusively based on women, without a reference of men, but only focusing on differences between sexes.
Belenky et al. model on development among women provide a comparative study and difference among sexes. However, I believe males and females can have a similar developmental model with diverse judgements and findings, which would provide a fair and comparative study. The model would involve the absolute presence or lack of knowledge, a transition gained through learning, independence of thoughts, and finally, the acquisition of contextual knowledge (Guthrie, 2011). This model focuses on sociological differences, including social action and difference of interrelations of traits, values, and mind between males and females.
References
Davis, M. M. (2013). Toward a New Psychology of Gender: A Reader. New York: Routledge.
Draper, S. (2013, April 12). Progression from Perry. Retrieved from http://www.psy.gla.ac.uk/~steve/courses/archive/CERE12-13-safari-archive/topic8/webarchive-index.html
Guthrie, P. G. (2011). Understanding and Applying Cognitive Development Theory: New Directions for Student Services. San Francisco: Jossey-Bass Publishers.
