WOMAN’S EDUCATION IN JAPAN AND ENGLISH-SPEAKING COUNTRIES BASED ON THE ANALYSIS OF FOLK ART

Abstract

The study challenges the specificity of designing gender identity and the gender factor in education. The work is aimed at forming the gender culture as a factor in humanizing the scientific and educational environment. The problem of gender characteristics of the scientific and educational environment is extremely important. The author examines the topic based on the example of gender aspects of history and the theory of international relations and world culture. The discussion about pluses and minuses of school education in same gender groups has a long history. Gender approach is used as a theoretical and methodological basis of this article. Gender approach as a methodology is developed as an opposition to traditional research of relationships between women and men (i.e. based on the premise that social roles/statuses of women and men are biologically determined so the two sexes should be treated differently and contraposed). Gender approach presumes equal rights of persons independently of their sex attribution; thus, according to this approach, the idea of getting education in the same gender group doesn’t respond to the idea of gender equality.