Relevant aspects of vindications of female Doctors of Catholic Church and its significance for the current debate on spanish education

Author(s):

Luci Mara Bertoni(presenting / submitting)Ana Lucía Íñiguez Ibarra(presenting)Rita Radl Philipp(presenting)

Conference:

ECER 2014

Network:

17. Histories of Education

Format:

Poster

Session Information

17 SES 05.5 PS, General Poster Session

General Poster Session

Time:

2014-09-03

12:30-14:00

Room:

Poster Area E (in front of B001-B003)

Chair:

Contribution

From the premise that education is a process of teaching and learning in different situations and not occurring exclusively in school, education represents a form of essential socialization in the life of people and affects the formation of their identity, either, which helps us to think about different types of human beings in accordance with Brandão (2007(, p.12). In this same sense, says Barrena Sánchez (2000, p. 14), "when it comes to the truth, each educator performs its educational work from the idea of man having imagined".

Education is not the same everywhere and at all times and if post Enlightenment history has demarcated great difficulties for the education of women, which relegates them to a level of subordination. It is a fact that since the middle ages, famous female scientists, as well as many other anonymous women left their traces, which should serve as guides to those who want to write a different story.

In the socialization process, religiosity is another important element in the construction of identity and this element has significance not only in spiritual and psychic matters, but it manifests itself through the symbolic, institutional and policy dimension. In this context, the Catholic Church, like other institutions, to be formed by men and women who are contextualized in a time and certain territories, has been, since makes more than two thousand years, and mostly in West, the result of that time and specific circumstances, so while its initial tenets speak equality of women and men in the eyes of God, with running time, through a androcentric doctrine and an institutionalization that picked up the Jews and Greeks, models in which women were the embodiment of the "bad", so it remained a subordinate position to women in all spheres: economic, social, and family.

Within the Organization of the Catholic Church, there is the category of doctors, a concept that has its roots in the term didaskalos "Doctor of law" ("master"). When this title is given to a Catholic Christian, he is recognized as an eminent teacher or teacher of the faith, and their doctrine is recommended for the faithful of all time, especially with the intention of teaching. For this reason, the presence of women, designated as doctors of the Catholic Church, which is a hierarchical space, with clear gender exclusion, involves a concession, which is obviously a sign of the times that we live in, where each time is more intolerable exclusion of women.

By declaring to Hildegard von Bingen, Catherine of Siena, Teresa of Avila and Therese of Lisieux as doctors, the Catholic Church recognizes the concept of education of these women and the conceptualization of human beings posed both for women and for men.

Thus, this initial research, aims education conceptions defended by the doctors investigate and establish a link between their contributions and those of other contemporary women to them, which historically claimed the rights of person and of education for women, and its influence on the current debate of differential or mixed education in Spain. Therefore, the theoretical framework will be used basic categories as social construction of gender, sexual and social division of labour, gender roles, relationships of power/subordination, public and private space, socialization and symbolic production.

Method

This qualitative study will use the methodology of documentary research, identifying primary sources, in each of the sites that preserve the writings of the four doctors, in order to explore their ideas about education defended by them, in order to put them in dialogue with prospects of other contemporary authors to them, about the education of women and how their criteria influence to date in the principles that remain and they guide the current education in Spain, regarded from the special angle of coeducation. In this dialogue of women interested in the education of their counterparts in pursuit of getting better lives, it has been to “dialogue" to the four doctors of the Catholic Church, front of thinkers who have spoken out in relation to the education of women, and belonging to times close to the doctors, in order to establish ideological links that encourage them. That's why the doctors and their contemporaries, which are presented in the text, in chronological order, i.e. firstly Hildegard von Bingen (Germany, s. XII), Leonor de Aquitania (France, s. XII); Catherine of Siena (Italy, s. XIV) Christine de Pizán (Italy, s. XV); Teresa of Avila (Spain, 16th century), Mary Wollstonecraft (England, s. XVIII), Teresa de Lisieux (France, s. XIX) and Gouges Olimpie (France, s. XVIII). Searched to link the speech that the doctors raised about education in general, and in specific about women, with approaches that make on the same subject, women thinkers that are close in time and which are outside the religious sphere. They chose these profiles, precisely with the intention of confronting their thoughts about education, to determine the points of encounter between them, for in a second moment, identifying its agreements on education, look at how these, are still valid in the current educational discourse, although in many cases, they have been distorted according to the utility that can provide for the patriarchal system to finally raise the debate on the vision of coeducation and differential gender education raised in Spain today.

Expected Outcomes

The main hypothesis of this work points to the validity even today the concept of education for women advocated by the doctors of the Catholic Church and the feminist authors who are presented as innovative coeducational concepts which combine approaches to theories of equality and theories of difference from the epistemological point of viewputting them in debate with the new education law in Spain, as it operates with a conception of education that means returning to the enlightened vision of education that is at odds with the postulates of education for women advocated by the doctors of the Catholic Church and other historical feminist authors. Concrete so we will analyse, first, the thematic complex, modern education and women's education. On the second point, we take care of feminist visions and vindications around women's education to focus, then, on the issue of education "single-sex education" and "coeducation" in the current debate on education reform in Spain.

References

BARRENA SANCHEZ, Jesús. Teresa de Jesús: una mujer educadora. Avila: Gran Duque de Alba, 2000. BEAUVOIR, Simone. El segundo sexo. Vol. II. Madrid: Cátedra, 1998. BRANDÃO, Carlos Rodrigues. O que é Educação. 49. reimp. São Paulo: Brasiliense, 2007. (Col. Primeiros Passos, 20). CIRLOT, Victoria. Hildegarda von Bingen y la tradición visionaria de Occidente. Barcelona: Herder, 2005. ESPANHA. Ley Orgánica 8/2013, 9 de dezembro, 2013. La mejora de la calidad educativa. Boletín Oficial del Estado, Madrid, 10 dez. 2013. GOUGES, Olímpia de. Declaração dos direitos da mulher e da cidadã. França, setembro de 1791. Disponível em < http://www.direitoshumanos.usp.br>. Acesso em 21 jan. 2014. IRIGARAY, Luce. Yo, tu, nosotras. Madrid: Cátedra,1992 MARTÍNEZ GONZÁLEZ, Emílio J. (Coord.). Teresa de Lisieux: profeta de Dios, Doctora de la Iglesia. PERNOUD, Regine. La mujer en el tiempo de las catedrales. Barcelona: Juan Granica, 1982. ______. Hildegarda de Bingen: uma conciencia inspirada del siglo XII. Barcelona: Paidós Ibérica, 1998. ______. Cristina de Pizán. Trad. María Tabuyo e Augustín López. Barcelona: Medievalia, 2000. ______. Leonor de Aquitania. Barcelona : Acantilado, 2009. RADL-PHILIPP, Rita. Derechos humanos y género. Cadernos CEDES. Campinas, v. 30, n. 81, Maio/Agosto. 2010. p. 135-56. UNDSET, Sigrid. Santa Catalina de Siena. Madrid: Encuentros, 1991.

Author Information

Luci Mara Bertoni (presenting / submitting)

Universidade Estadual do Sudoeste da Bahia

Vitoria da Conquista

Ana Lucía Íñiguez Ibarra (presenting)

Universidad de Santiago de Compostela

Santiago de Compostela

Rita Radl Philipp (presenting)

Universidade de Santiago de Compostela, España

Search the ECER Programme

Search for keywords and phrases in "Text Search"
Restrict in which part of the abstracts to search in "Where to search"
Search for authors and in the respective field.
For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.