TY - JOUR AU - Matusevych, Tetyana PY - 2014/05/01 Y2 - 2024/03/29 TI - “Unequal Equality” of Contemporary Gender-Oriented Education: Basic Directions of Conceptualization and Praxeological Implementation JF - Filosofiya osvity. Philosophy of Education JA - Filos. osv. Philos. Educ. VL - 14 IS - 1 SE - DO - UR - https://philosopheducation.com/index.php/philed/article/view/467 SP - AB - <p>The theory and practice of contemporary gender-oriented education are analyzed in the&nbsp;article. The analysis showed the ambiguity of interpretations of the gender-based educational&nbsp;system and its basic concepts. It makes impossible to use the abstract concept of “genderoriented&nbsp;education” for the development of national policies, implementation strategies and&nbsp;praxeological implementation. This ambiguity, on the one hand, complicates the search for&nbsp;methodological approaches, and, on the other hand, offers alternative possibilities for adaptation&nbsp;of the national gender policy in education according to the requests, needs and expectations&nbsp;of the particular society.The following main directions of conceptualization (by the criterion&nbsp;of belonging to a particular concept of gender): differential, social constructivist and radically&nbsp;pluralistic are researched and analyzed. They complement, contradict and interact with each&nbsp;other and on this basis create conditions for further development of the educational system and&nbsp;social development.</p> ER -