Vilde Andrea Pettersen

• Pettersen, Vilde Andrea & Pettersen, Tove (2026). Gender, reason, and education. In Myrebøe, Synne & Trøhler, Daniel (Ed.), Handbook on Education History, Theory and Philosophy. Edward Elgar Publishing. ISSN 9781035317707. p. 151–165. doi: 10.4337/9781035317707.00019. Full text in Research Archive Show summary

  In this entry, we will explore select philosophical theories—historical and contemporary—focusing on the connection between “gender,” education, and reason. The relationship between reason and gender has sparked discussions on education throughout the history of philosophy and has been a key point of contention regarding societal organization. This debate was also the core of the Querelle des femmes controversy, which continues to resonate in contemporary educational discussions. Arguments have emerged around both gender differences and gender equality in upbringing and teaching. Some have asserted that inherent differences exist between men and women's rationality, urging that education should develop and reinforce these differences. Others argue that gender traits are socially constructed through varied education and upbringing, while later philosophical theories propose educational ideas that reconcile these differences. The debates on difference and equality related to gender have shaped views on the purpose of education—whether for individual flourishing, preparation for social roles, or social change.

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