The need to partially distinguish a way to teach men and women is rooted in a philosophical anthropology that considers sex differences an enrichment. The strengthening of the sexual identity of the students and the acquisition of a proper gender identity, in a view of respecting people of the opposite sex and equal partnership, is one of the educational goals of the school. The school thus hypothesized becomes a laboratory in which everyone can build a personal identity.
La Marca, A. (2014). La valorizzazione delle specificità femminili e maschili nelle pratiche scolastiche: problemi metodologico-didattici. NUOVA SECONDARIA(1), 38-50.
La valorizzazione delle specificità femminili e maschili nelle pratiche scolastiche: problemi metodologico-didattici
LA MARCA, Alessandra
2014-01-01
Abstract
The need to partially distinguish a way to teach men and women is rooted in a philosophical anthropology that considers sex differences an enrichment. The strengthening of the sexual identity of the students and the acquisition of a proper gender identity, in a view of respecting people of the opposite sex and equal partnership, is one of the educational goals of the school. The school thus hypothesized becomes a laboratory in which everyone can build a personal identity.
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