Chapter 4: In the Classroom . . . Boys Will be Girls
In 1982, Carol Gilligan wrote In A Different Voice: Psychological Theory and Women's Development. Arguing that there are masculine and feminine approaches to moral reasoning: the feminine focuses on caring and intimacy and the masculine emphasizes abstractions and rules. Down the road, Gilligan's fellow feminists adapted the argument to social science research and firmly resolved to:
Soon, the notion evolved that the American culture was patriarchal and silenced women - thus losing their voices.
With such a noble cause, feminists mobilized to boost the self-esteem of adolescent girls since they were "victims" of a "strangling patriarchy". For years now, Congress and non-profit organizations have used tax-payer dollars to launch workshop upon workshop for girls and how to find themselves. However, I wonder - does this help? Since when can anyone find the answers within? What feminists have created now, as Paul Vitz calls it, is "Wonder Woman and the Wimp." We have allowed schools to denigrate admirable masculine virtues and keep young boys quite in class by plying them with Ritalin. What happened to the academic competitions and awards? Now, all must "share" and "cooperate". Not that sharing and cooperating are bad, but neither are competitions and awards.
In her insightful and thorough book, The War on Boys, Dr. Christina Hoff Sommers writes with common sense about the fad of self-esteem workshops and the like:
With the reeducation of boys also comes the reeducation of girls. Girls are not allowed to be who they want. On behalf of British girls, James Tooley writes the following in his book, The Miseducation of Women:
O'Beirne continues to summarize Tooley's argument . . .
I don't know about you, ladies (who are reading this), but let's start wanting this from men!
Unfortunately, because of their entitlement and victim attitude, feminists have made women into delicate and fragile species who become offended and bruised at the drop of any comment about differences in academic achievement between men and women.
O'Beirne concludes with the following:
Please share your observances, thoughts, and opinions. How do we now encourage admirable masculine virtues in boys and young men since they have been trained out of them? Can this reeducation be reversed? Does it need to be? Why or why not?