This paper argues for the active participation of women in philosophy of education and the importance of their sexually differentiated positions in pluralising knowledge. Drawing on the philosophical work of Luce Irigaray it explains how the feminine as other, has been symbolised as a dark epistemological cave from which those seeking universal truths ought to escape. Within such phallogo-centric systems of knowledge, women’s thoughts have been excluded from philosophy, and the feminine became un-representable as philosophical. This scenario raises important political (...) and ethical questions related to women’s place in philosophy of education and calls for deconstructive strategies aimed at using feminised locations to challenge phallogocentrism. The paper argues that a simple inclusion of women’s thoughts or the replacement a masculine-dominated philosophy with feminine ones do not suffice to disrupt the order that establishes what counts as philosophy. It therefore explores how sexual difference can rethink the traditional tenets of philosophy. The idea that women need a place that they can call home for such practices and whether this space can really differentiate knowledge is debatable and controversial. In considering this possibility, however, sexual difference is not considered a subject for thought in philosophy of education but a question that rethinks and engenders it. (shrink)

This paper argues for the active participation of women in philosophy of education and the importance of their sexually differentiated positions in pluralising knowledge. Drawing on the philosophical work of Luce Irigaray it explains how the feminine as other, has been symbolised as a dark epistemological cave from which those seeking universal truths ought to escape. Within such phallogo-centric systems of knowledge, women’s thoughts have been excluded from philosophy, and the feminine became un-representable as philosophical. This scenario raises important political (...) and ethical questions related to women’s place in philosophy of education and calls for deconstructive strategies aimed at using feminised locations to challenge phallogocentrism. The paper argues that a simple inclusion of women’s thoughts or the replacement a masculine-dominated philosophy with feminine ones do not suffice to disrupt the order that establishes what counts as philosophy. It therefore explores how sexual difference can rethink the traditional tenets of philosophy. The idea that women need a place that they can call home for such practices and whether this space can really differentiate knowledge is debatable and controversial. In considering this possibility, however, sexual difference is not considered a subject for thought in philosophy of education but a question that rethinks and engenders it. (shrink)

En el siguiente trabajo analizaremos un conjunto de elaboraciones en torno a la sexualidad del Dasein en trabajos fundamentales de Heidegger del período 1928-1929, para reconstruir luego las interpretaciones desde las cuales J. Derrida articula su comprensión de las diferencias sexuales. En este marco nos proponemos poner en evidencia que el enfoque y horizonte fundamental en el que se inscriben tales tratamientos e interpretaciones se despliegan sobre la base del carácter primario de la estructura ontológica del Ser-con o la alteridad (...) radical y apuntan a clarificarlo. En este sentido, la comprensión de la sexualidad humana en estas elaboraciones se circunscribe en un conjunto de delimitaciones preliminares que buscan reorientar el pensar y su articulación discursiva, constituyéndose como antecedente ineludible para nuestros respectivos debates contemporáneos. (shrink)