n recent years there have been many voices raised in opposition to gender-free education. In this paper I discuss some of my own concerns regarding the claims of gender-free education which have been criticized by the backlash groups.
The gender-free argument that certain traditional rites such as Girls Day and Boys Day impose standards of femininity and masculinity have conversely been criticized for introducing a new standard of "correctness." Although I agree with this criticism, I also think that there is a fundamental problem with the actual structure of the argument itself and the idea that arguments must begin with a "reason" or "rationale".
Firstly, if one must always begin with a rationale, does this lower the value of statements without a rationale? Secondly, beginning with a rationale can often shift or narrow the scope of the argument. If the persuasive power of the rationale is suspect, is it not only the rationale which loses effect but also statements which are made without a rationale? If so, will I be unable to speak out? Finally, can one stir people's hearts by simply lining up rationales?
ICU Graduate School : Naomi SUZUKI