Mind by Mary Belenky, Blythe
GENDER STUDIES McVicker Clinchy, Nancy Rule
OUTLINE:
● CHAPTER 4: Women’s Ways of
Knowing
○ Women and the Metaphor for
Silence
○ Differences in Ways of
Knowing: Women and
Connectedness
○ Exclusion Of Women In
Disciplines?
● CHAPTER 11: The Western Women’s
Movement
○ Where does Liberation Begin?
○ What is Feminism?
○ The First wave of Feminism:
Women and Civil Rights
○ The Second Wave of Feminism
and Women's Liberation
○ The Third Wave of Feminism
○ Summing up the Western
Feminist Movement
CHAPTER 4
WOMEN AND THE METAPHOR FOR
SILENCE
- Femininity and masculinity are not
inherent but learned
- Culture plays a large part in
determining what are considered
masculine or feminine traits
- Likewise, individuals in particular
cultures are taught to conform to
these standards
- A woman's way of understanding the
world is affected by socialization.
Women may address problems
differently or be less inclined towards
certain disciplines.
- They may also be excluded
from certain schools of
thought because of traits
associated with their gender.
- Based on Women's Ways of Knowing:
The Development of Self, Voice, and
Goldberger, and Jill Mattuck Tarule
published in 1986
- It will also discuss the
implications of the identified
ways of knowing in relation to
the greater societal context
- Western male reasoning uses
images that are related to
visuals, seeing, or illumination
to represent knowledge.
- Light as a representation of
knowledge stems from Plato
and his Allegory of the Cave
- He likened an
enlightened individual
to a person who
leaves the cave and is
suddenly exposed to
the light of the sun,
which can be seen to
represent knowledge.
While the common
metaphor for
knowledge is light,
this image is not
representative of how
other people,
specifically women,
view knowledge.
- A study on women by
institutions of learning
showed that listening is more
representative of their
knowledge than seeing. The
stark difference between
women and men's ways of
knowing are illustrated in the
work by Belenky et al.
- Women associate silence with
knowledge as they
themselves are often left
unheard and silent. In the
 study, silence and voice were
dominant themes for
women—a person who had
knowledge and authority was
supposed to be listened to,
but women who spoke out
were silenced
DIFFERENCES IN WAYS OF KNOWING:
WOMEN AND CONNECTEDNESS
- Women and men have different ways
of knowing, judgments, forms of
human development, values, and
visions of humanity and existence.
This book assumes that the main
difference between men and women
comes from upbringing and gender
socialization.
Wherein upbringing is defined as:
- helping someone grow up to be an
accepted member of the
community
Wherein gender socialization is defined as:
- Gender socialization is the process of
learning the social expectations and
attitudes associated with one's sex.
- These terms come into play as
gender-specific social and behavioral
norms are mostly embedded in family
structure and upbringing.As children
move through childhood and into
adolescence, they are exposed to
many factors which influence their
attitudes and behaviors regarding
gender roles. These attitudes and
behaviors are generally learned first
in the home and are then reinforced
by the child's peers, school
experience, and television viewing.
However, the strongest influence on
gender role development seems to
occur within the family setting, with
parents passing on, both overtly and
covertly, their own beliefs about
gender.
A concrete example of this is that:
- The role of universal caregiving in all
societies was given to women.
Because of this, girls learned to be
women by copying their mothers, and
boys learned to be men through a
disassociation with their mother's
role.
- Because young girls had their mothers
as role models, they learned through
association and connectedness.
Women then learned through
empathy. Men learned through the
separation of the self from the other.
These themes of connectedness and
separation will be used to describe
women's ways of knowing.
HOW WOMEN KNOW
- According to Belenky and colleagues,
women use the following
perspectives to see the world and to
understand knowledge and truth
1. Silence
2. Received knowledge: listening
to the voices of others
3. Subjective knowledge: the
inner voice
4. Subjective knowledge: the
quest for self
5. Procedural knowledge: voice
of reason
6. Procedural knowledge:
separate and connected
knowing
7. Constructed knowledge:
integrating the voices
- These perspectives comprise of five
categories (silence, knowledge,
subjective knowledge, procedural
knowledge, and constructed
knowledge) which describe the
general ways women learn about
 their world and come to conclusions
about truth.
WOMEN AND SILENCE
- Silence as knowing indicates an
absence of thought or reflection.
- As Rebecca Solnit, a writer stated
that, Silence and powerlessness go
hand in hand.
- Women who live in silence are often
disconnected from their families and
communities due to their situation,
the geographical separation of the
families from the greater community,
and suffocation, all of which bring
about lack of space for constructive
thought. These women usually come
from families that are abusive or
violent.
- Their knowledge comes from
authorities and focuses on their need
to survive.
- Women who learn through silence
lack the ability to understand abstract
thought. They do not enjoy a space
for introspection given their
environment while growing up, or a
greater awareness of their own
mental capacity.
- Here, there is absence of
Reflective thought, which is
characterized by ideas that are
developed from back-and-forth
communication between two people,
which is stunted. Therefore, there is
no dialogue with the self.
- In this case,
- Women who do not have a voice end
up having no internal voice as well, no
self-perception, and lack an identity
separate from what is dictated to
them.
- Silence is what allows people to suffer
without recourse. Imagine Being
unable to tell your story is a living
death, and sometimes a literal one.
For instance, If no one listens when
you say your ex-husband is trying to
kill you, or abuse you, this often leads
to perpetuation to Violence against
women, rooted in silence where it is
against our voices and our stories.
RECEIVED KNOWLEDGE: LISTENING TO THE
VOICES OF OTHERS
- Received knowledge is developed by
absorbing knowledge. Silence is still
valued in this way of knowing as the
receiver must be silent to receive the
knowledge transmitted. However, the
silence is not always internal. Women
who learn through receiving
knowledge listen to friends and
authorities, and understand what is
being said enough for them to repeat
the words. These women see words
as imperative to learning.
- Women characterizing this position
lacked confidence in their own ability
to speak and generally defined
themselves externally, usually in
relation to social norms, gender roles
and expectations of others, i.e.,
cultural ideals of women as set forth
by external authorities.
- Belenky et al. (1986) places a woman
at the receiving knowledge level if she
is listening but does not have the
confidence to voice her opinion. As
the receiver she will listen and pass
knowledge onto others, shaping her
thoughts to match those in authority.
When asked about herself, the
receiver of knowledge will reply with
what other individuals have stated,
unable to voice her feelings. Abuse is
still prevalent in the life of a woman
receiving knowledge.
- Women who learn in this manner are
able to do the right thing by following
 the rules of authority figures. woman's previous (often abusive)
However, those under the line of environment, a new quest for self is
received knowledge value authority done in relation to her new
and cannot comprehend paradoxes. If community. New connections are
two of her authority figures have formed, and the woman is able to find
contradicting information, the woman herself.
will not be able to distinguish which is - As Such significant events become
correct. She will use arbitrary means an eye opener, this encourages a
to decide on who is telling the truth. woman to go from a receiver of
SUBJECTIVE KNOWLEDGE: THE INNER VOICE knowledge to progress to the level
AND THE QUEST FOR SELF
of subjectivity. The woman begins
- Women who learn through subjective
to accept that she has a voice, an
knowledge learn to trust what is
inner source of strength lying
called their "inner voice and infallible
gut." Women who utilize this form of within herself, and an opinion that
knowledge are often those who have is due to past experiences. She
awakened to the previous abuses recognizes that she does not have
they have suffered, or have broken to agree with the authority but is
off with the authority figures they still cautious about voicing
have held dear. They also realize that opinions. Truth is experienced
following rules will not make them within oneself but not acted upon
happy. Hence, they move from for fear of jeopardizing the
passivity to action.
associations one has with others at
- Subjective knowers depend on their
the same level.
selves and their experience to attain
To continue, Miss carpio will be further
truth. Logic, rhetoric, and theory are
elaborating the different types.
viewed with suspicion for these tools
PROCEDURAL KNOWLEDGE: VOICE OF
are associated with forms of
REASON AND SEPARATE AND CONNECTED
knowledge that these women are not
KNOWING
familiar with, or are used to discredit
- Procedural knowers learn through
or debase them. Women who fall
processes. Often, the women utilizing
under this category of learners use
this method have learned well from
their intuition to decipher truth from
formal systems of knowledge, enough
fiction. Basically, they believe their
to excel. However, they have views
intuition is the only thing they can
that differ from what they are taught.
trust.
They then use the tools they acquired
- Women with subjective knowledge
from these formal systems to defend
often experience a break, a
their own worldview. Rather than
separation of self from their previous
moving on from subjective
communities that may have been
knowledge, they learn to defend their
harmful to them. In severing
beliefs and rationalize their thoughts.
connections, these women learn to
Women with this form of knowledge
depend on themselves and find
learn the language of the experts and
themselves as their own authority.
apply this to their own views. Those
Because of this break from the
 who use procedural knowledge
usually focus more on the method
and less on the problem. Since the
method centers on the debate and
winning, it may not allow women the
space to voice out their own concerns
and bring their needs to light.
- Procedural knowers believe that each
person views the world differently
and is entitled to his or her own
opinion. They pay attention to how
different people form their views of
the world. The question "Where are
they coming from?" is pivotal for
them
- Understanding then comes as a vital
aspect of knowing. The importance
women give to connections is
reflected in how they come to learn
about things. Understanding involves
acquainting oneself with the object to
be known, and forming a connection
with it. To understand, as women say,
there must be a form of acceptance,
which is achieved by questioning
what the object is trying to show in
relation to one's self. Through this
process, procedural knowledge and
connected knowers learn through
acquiring the knowledge of others.
The ideas of connection and
understanding show an important
difference in how men and women
view morality. Men tend to separate
themselves and become impartial
when it comes to giving justice.
Women often see themselves as
connected to other people, are more
empathetic, and create morality
based on care for others.
CONSTRUCTED KNOWLEDGE: INTEGRATING
THE VOICES
- Women need the ability to reflect on
and accept themselves. Instead of
learning to play the system, women
must learn to value their own
methods of knowing and their own
constructed knowledge.
- To do this, the constructed knowledge
must turn inward instead of outward,
with the idea that "knowledge is
constructed, and the knower is an
intimate part of the known."
- Women must learn to listen to
themselves in a world where the
dominant voice is male, and when it
stifles their own. By continuing to
listen to themselves, voicing what is
left unsaid, and learning to read
through the different interactions
around them, women may validate
and continue their own self-
knowledge.
- The connectedness that women value
must not be discounted. The notion of
"real talk"—the sharing of ideas
through open and honest
discussion—should be valued. This is
the optimum setting for the co-
creation of knowledge. By valuing
themselves and seeing themselves as
an indispensable part of knowledge-
creation, women may become
empowered, working towards an
improvement in their lives as well as
in the lives of others.
MEANING OF DIFFERENCES IN KNOWING
- The first wave of the Western
Women's Movement often equated
women's liberation with reason; its
main aim was to achieve equality with
men. This goal was to be realized
through the inclusion of women in all
aspects of society, meaning that all
the rights afforded to men must be
afforded to women. Observably, true
inclusion through equal access does
not immediately mean equal
 opportunities. To have equal rights as
men is not the same as having actual
equality since the structure of the
world is based on male ways of
knowing. The education system is an
example of this inequality. It was
founded on the interests of the
dominant group, specifically men.
- Education was modeled after what
they needed to know and how they
were socialized to learn. Women's
schools were then modeled after
these systems, ignoring the specific
ways that women were taught to
experience the world.
EXCLUSION OF WOMEN IN DISCIPLINES?
- Knowledge, specifically in the
sciences, are said to be gender
neutral. However, many feminists
argue that this is not the case. Male
bias is present in different disciplines,
from the topics one chooses to study,
the kinds of research questions one
develops, to the observable data that
is deemed "relevant.
- Carol Gilligan in her book A Different
Voice highlights male bias in
psychology. She notes that different
psychologists often highlight women's
failure to fit into existing models of
human growth. All women were
thought to have these problems and
these delays. Yet, this conception of
human beings showed that something
was lacking in the analysis of women
- Specifically, men were often used as
the template for studies on human
beings. The male as a dominant
model made men and men's behavior
the basis of assessing human
development. Because women did
not conform to this behavior or
pattern of development, they were
thought to be abnormal. Women
were also missing from research
studies on human behavior.
- Hence, it can be assumed that there is
a gap in previous theorists' knowledge
on the human condition.
CHAPTER 11
WHERE DOES LIBERATION BEGIN?
- When speaking of women's history,
the Western women's movement may
come to mind. Why?
- So, the western women movement
is also called the women’s liberation
movement it is a diverse social
movement, which is largely based in
the United States that in the 1960’s
and 1970’s sought equal rights and
opportunities and greater personal
freedom for women. This is actually
what they call the second wave of
feminism.
- The first wave happened on the 19th
and early 20th century which largely
focuses on women’s legal rights,
especially the right to vote which us
women has already the privileged
now.
- While the second wave of feminism
which is the what we call the
‘Women’s liberation movement’
touches every area of women’s
experience that includes politics
because women aren’t allowed to be
part of the politics before, work
wherein women aren’t allowed to or
there are only specific types of work
women can do and apply, the family
since before the father is the head
and the mother has no voice or right
to make family decisions, and
sexuality where women cannot
express themselves in different areas
 like the way they dress women
cannot wear pants or shorts and
expressing oneself is forbidden.
- Organized activism by and on behalf
of women continued through the
third and fourth waves of feminism
from the mid-1990s and early 2010s.
- This movement exposed the
structural inequality faced by
women in particular eras.
- More importantly, this
movement identified women
as an oppressed group.
- The sectoral situationer on women
shows that the power imbalance of
gender roles is mostly limiting.
- Much of these students'
understanding of gender justice is
influenced by social media posts and
popular culture.
- Without knowing the
historicity of an issue, one will
not understand its root and
cannot address it in a holistic
manner
WHAT IS FEMINISM?
- Feminism is a way of looking at the
world through a woman's
perspective.
- The patriarchal nature of society has
driven feminism to concern itself with
issues in relation to women
oppression, with an end goal of
liberating women
through gender equality
- Feminism is a concept popularized by
Western societies, with many feminist
issues articulated by
Westerneducated women and even
men. It is deeply rooted in the
Western concept of liberal
democracy and philosophy of equal
rights for all as defined by thinkers
such as Kant and Mill.
- The evolution of Western women's
movement in recent history can be
summarized into three waves
WESTERN WOMEN'S MOVEMENT: A BRIEF
HISTORY
- The first wave of feminism involves
the
call for women's equal rights,
focusing on the woman's right to
vote.
- It is largely rooted in the
liberal political thought which
prioritized the power of
reason and the mind.
- The next wave is known as radical
feminism, a post-World War II era of
feminism when women were already
recognized as having distinct
biological needs from men,
such as for reproductive health, and
needs that arose from their being
socialized as women.
- The last wave of feminism is rooted in
the recognition of various theories
and various modes of being. To
be truly free from patriarchy, the
recognition of intersectionality
considers women's struggle from
different parts of the globe—such
as that of the Black or Latin women—
to be distinct struggles that are
different from women's struggles in
the Western world.
THE FIRST WAVE OF FEMINISM:
WOMEN AND CIVIL RIGHTS
THEORETICAL ROOTS OF THE FIRST WAVE OF
FEMINISM—LIBERAL FEMINISM
- Characterized by the women's
struggle for equality
- Latter part of the 18th century until
the first half of the 20th century
- The development of liberal political
thought by philosophers like Kant,
- Mill, and Rousseau underscoring the
equal rights of all men inspired
women to craft their own philosophy
of equality
with men
- Start of the documented feminist
movement during the French
Revolution in the late 1700s.
- The French Revolution was a
movement that overthrew
the Bourbon monarchy, a
powerful family that ruled
France for over a century and
controlled most of French
resources.
- While there was no woman-
specific issue addressed
during this movement, it
inspired the seminal text for
the Western women's
movement: the Citoyennes
Républicaines,
Révolutionnaires
(Revolutionary Republican
Women Citizens).
- The Citoyennes Républicaines,
Révolutionnaires demanded that
women be granted the right to vote
and hold civilian and military positions
like men. However, the (male)
revolutionaries ignored these
- It is evident in the Declaration of the
Rights of Man and the Citizen of 1789
which only focused on men and men's
rights.
- Olympia de Gouges was a French
feminist, writer, and political activist
who believed strongly in justice and
equality for all.
- She responded to the National
Assembly's Declaration by publishing
in 1791 her own Declaration of the
Rights of Woman and of the Female
Citizen.
- The manifesto of de Gouges inspired
what can be considered the keystone
text of liberal feminist thought, A
Vindication of the Rights of Women in
1792 by Mary Wollstonecraft.
- Considered the mother of Western
and Anglo—Saxon feminism,
Wollstonecraft
advocated for the uplifting of
women's rights through the valuation
of their work within the family. Her
work highlights the need for women's
education, and that women are not
merely objects to be married off but
are also educators and caregivers of
their children.
- While these documents show an
insight as to why the rights of women
were denied under existing laws,
Friedrich Engels, a collaborator of Karl
Marx in writing the communist
manifesto,
provided a plausible reason why
women were oppressed. Given the
Marxist focus on material conditions
and the accumulation and production
of resources as key movers of
societies, Engels saw the relation
between women and goods as the
root to women's subjugation.
- Engels' text, The Origin of the Family,
Private Property, and the State,
published in 1884, describes marriage
as a process of gaining control of
women.
- Monogamy was a creation necessary
to pass on wealth to one's offspring.
WOMEN AND THE ANTI-SLAVERY
MOVEMENT
- During the 1840 World Anti-Slavery
Convention in London, women
delegates were even made to listen to
proceedings behind curtains.
- Two prominent figures of the
American women's movement who
attended the convention—Lucretia
Mott and Elizabeth Cady Stanton—
were moved by this insulting
experience.
WOMEN AND THE RIGHT TO VOTE
- Women fought for equal access to
various opportunities as formalized in
the Declaration of Sentiments that
 emerged from the Seneca Falls mechanical work, a traditional male
Convention—the first women's rights job, in a bid to invite women to work
convention—in New York City in in factories as most men were
1848. Stanton enumerated in this
assembled for war.
Declaration various women's issues
that eventually led to what would be - Betty Friedan's The Feminine
known as the suffrage movement. Mystique describes the growing
- The first-wavers not only called for discontent of white and middle-class
the right to vote but also the right to housewives during the postWorld
smoke, the right to wear pants, and War II period. Her idea of the
the right to promiscuity like men. "problem with no name" united
housemakers across America
THE SECOND WAVE OF FEMINISM
regarding the growing helplessness
AND WOMEN'S LIBERATION
that
- Women in the Western world
women felt due to their lack of power
eventually earned the right to vote
as they remained trapped in the
- A new struggle arose, one that
domestic sphere
involved marginalized sectors such as
- Simone de Beauvoir, a French
black women, lesbians and
feminist best known for her work, The
homosexuals, women in developing
Second Sex, explored how women
countries, and other marginalized
were not seen as equal by men and
women.
that the very realization of women's
- More concerned with the idea of
existence as persons was structured
womanhood and the issue that came
to be inferior
with the social construction of a
- Shulamith Firestone and Kate Millett
woman’s role and identity
showed how this construction was an
- One work that awoke numerous
outcome of the economy, the culture,
women across America was Betty
and society at large
Friedan's book, The Feminine
- Firestone, in her text The Dialectic of
Mystique, published in 1963.
Sex, called for a feminist revolution
- Also founded on such works as
that could help liberate women from
Simone de Beauvoir's The Second Sex,
the inequality brought about by their
Kate Millett's Sexual Politics, and
biology, specifically those concerning
Shulamith Firestone's The Dialectic of
conception, childbirth, and child-
Sex.
rearing.
- These books, published
between 1949 and the 1970s,
THEORETICAL ROOTS IN THE SECOND WAVE
marked the spirit and
OF FEMINISM—SOCIALIST FEMINISM
ideology of the second wave
- Socialist feminism was developed
of feminism because they
after Marxist feminism to address
articulated the heart of a new
gaps found in Marxist theories.
struggle
- Unlike Marxist feminists, socialist
- The American propaganda "Rosie the
feminists believe that women are
Riveter became an icon of women. It
oppressed in all aspects of their lives,
shows a poster image of a woman
not only in the economic aspect
doing
 - Socialist feminism draws a different
meaning from the Marxist idea of
human productivity: one's productive
activity is based on the sexual division
of labor which is determined by
society and human nature.
- The civil rights movement in the U.S.
inspired another form of feminism
that is grounded on structural
change. This feminist perspective—
known as radical feminism—sought
to ensure that women's differences
from men were recognized and
celebrated.
- Radical feminism came about as a
reaction to the lack of attention given
to sex and sexuality in the women's
struggle
PATRIARCHY AS THE ROOT OF INEQUALITY?
- The subjugation of women worked in
favor of society inasmuch as it ensured
that the working force (men) and
future laborers (children) were cared
for at home.
- De la Cruz notes that, "Generations of
second-wave feminist scholarship
have made gender oppression
impossible to ignore.
- Key issues for radical feminists include
the reproductive rights of a woman or
a woman's freedom to choose for her
own body.
- Specifically, women fought for the
right to use birth control methods, get
sterilized, or even get abortions.
THE CALL FOR AFFIRMATIVE ACTION
- The second wave of the women's
movement focused on redefining the
meaning of woman in society by
restoring the struggle for genuine
gender equality.
- Inequality was addressed during this
time through various efforts, one of
which was affirmative action.
- Affirmative action meant a deliberate
preferential option for women in order
to have equal opportunity in a certain
field. This move was based on the need
to counter years of what many
consider the preferential option for
the male gender in productive work.
OTHER FEMINISMS DURING THE SECOND
WAVE
- Working class women and Third World
women believed that their issues were
also determined by the upper classes
- Third World women found many First
World women to be condescending
and aggressive with their agenda in
important international conferences
THE THIRD WAVE OF FEMINISM
- The rise of communism
and the new global order along with
biomedical and technological
advances shaped the issues of this
era.
- The feminist movement shifted focus
to include the needs of women from
developing countries in light of the
effect of globalization and neoliberal
economic policies.
- This new wave of feminism was
deemed more inclusive, as voices
from post-colony and post-socialist
countries were involved in the
movement.
- Third-wave feminists were motivated
by the need to develop a feminist
theory and politics that honor
contradictory experiences and
deconstruct categorical thinking.
- What characterizes this feminism
is its "local, national, and
transnational activism in areas such
as violence against women,
trafficking, body surgery, self-
mutilation, and the overall
'pornofication' of the media," issues
that affect different women from
various countries.
- The idea of postfeminism manifested
during the third wave of feminism, in
 which the second wave was assessed
for purporting a universal feminism
that created one truth for all women,
with one answer for all issues and
directing the movement's concerns to
target one dominant group—the
white and Western feminists.
According to the book by Leslie
Heywood and Jennifer Drake, Third
Wave Agenda, postfeminism sought
to critique previous feminisms with
regard to what work had yet to be
done.
- Womanhood as an identity was one
major movement that was
scrutinized.
- This movement that questioned,
renamed, and reclaimed the concept
of womanhood was called
postmodern feminism
- The theme of "gender as a social
construct" was prevalent during this
time due to the pivotal text Gender
Trouble: Feminism and the Subversion
of Identity by Judith Butler published
in 1990.
- The challenge for feminists in this
period was to be conscious of how
one could express his or her gender
identity in a manner that truly
represented him or her.
- Identity politics was a driving force
for discussion.
- A notable woman during the third
wave of feminism is Judith Butler. She
is an American philosopher and
academic whose book Gender
Trouble: Feminism and the
Subversion of Identity, brought
to light the fluid nature of gender.
- One of the many key words that
explain Judith Butler's philosophy is
performance. Gender is performed,
and one's identity is shaped through
the performance of traits that are
gendered.
SUMMING UP THE WESTERN FEMINIST
MOVEMENT
- Despite this rich diversity, it all shows
that one thing has been the priority of
the movement: uplifting women such
that they can fully participate in
society as equals with others, and
removing structural barriers that
prevent them from doing so
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