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Stage 3. Discussion "In what areas does the society expect different behavior from men and women?"

As a rule, students say that the society expects different behavior from men and women in the family when choosing occupations, in relation to politics, following traditions, to the army and war, to sex, to appear in the media, to raise and care for children, the desire to get income and earn money, to the appearance, the age of marriage, the age of the onset of sexual activity, etc.

The teacher organizes the discussion, using the questions "how do you think, why ...", "what", "how". The task is to pay attention to the "double standard" regarding the expectations of the society regarding the behavior of men and women, the socially unlimited behavior of men and control over the behavior of women.
(Depending on the situation and the characteristics of the audience, you can introduce the concepts of segregation and discrimination by sex.) In the classroom, as a rule, there is necessarily a saying about "male privileges", explained by the fact that "the man is the getter".

It is pertinent to emphasize that all the information is taken from the social experience and observations of the participants of the lesson, that the presented ideas are sufficiently stable and therefore in a certain way affect people, force them to change their behavior in order to justify social expectations.
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Stage 3. Discussion "In what areas does the society expect different behavior from men and women?"

  1. Stage 7. Discussion "Why should gender equality be for men and women?"
    The teacher asks students to present and describe a society free from gender stereotypes. The advantages of a new social order for women and for men, for the development of the individuality of each member of society and for society as a whole are discussed. The purpose of this task is to orient the participants of the seminar to social design, the inevitable stage of which is gender expertise,
  2. Stage 3. Group discussion "Real" man, "real" woman
    Instruction: "Each of you in the process of presenting yourself as a man or a woman used those or other characteristics that were often repeated in representatives of the opposite sex. Are there any personal and behavioral qualities that can unambiguously characterize a person as a man or a woman? Whom do we call a man and who is a woman? Let's compose
  3. Stage 4. Completing the questionnaire "I am a woman / man"
    Instructions: "You have received questionnaires where unfinished sentences are written in the column, which begin with the phrase" I am a woman "or" I am a man "(the forms are distributed in accordance with the biological sex of the participants), and then an empty line is left. Please continue to offer within 10 minutes. 1. I am a woman (man), because ... 2. I am a woman (man) and I want,
  4. Stage 5. Processing of the results of the questionnaire "I am a woman / man"
    For each proposal, a score is displayed showing how much the given sentence characterizes the respondent as a gender-appropriate stereotype (2 points), not corresponding (0 points) or neutral (1 point). In this case, an individual assessment of the degree of stereotypy / non-stereotype is subjective, ie, the respondent himself determines the characteristics of the gender
  5. Stage 3. Investigation of interhemispheric asymmetry (definition of the leading hemisphere) in men and women
    The goal of the stage is to determine the dominant hemisphere in groups of men and women. Compare the results with the data on interhemispheric asymmetry in men and women, considered at the theoretical stage. Useful information Functional asymmetry lies in the fact that in the implementation of some mental functions, the left hemisphere dominates, while others - the right one. Right Hemisphere
  6. Stage 1. Diagnostic questioning "What I think (I know) about the psycho-physiological characteristics of men and women"
    The goal of this stage is to update the individual views of students about the psycho-physiological characteristics of men and women and about the factors that these differences are caused by - biological or social. Students are invited to answer questions on the questionnaire (annex
  7. The national interests of Russia, the interests of the individual and society in various spheres
    Russia is one of the largest countries in the world with centuries of history and rich cultural traditions. Despite the difficult international situation and internal difficulties, it, due to the unique strategic position on the European continent and the world as a whole, significant economic, scientific, technical and military potential, objectively continues to play a significant role in
  8. Stage 5. Discussion on the topic "Is it possible to have a happy fatherhood?"
    The task is offered to two subgroups of students. Task for the first subgroup: "In Russia, to engage in the life and upbringing of children is considered a non-affair business. Only sometimes a father and not a mother remain at home with a small child. But if a man is sitting with a small child while his wife is working, then the people around him often mock him. Analyze this situation from the point of view of men and
  9. Stage 3. Group Discussion
    The group is invited to discuss the following issues. 1. What questions should be covered in the context of sexual education? 2. Who should have sex education? 3. What problems should not be included in the program of sexual education? 4. The positive and negative aspects of sexual education. 5. Is it necessary to create separate programs for sexual
  10. Stage 3. Group discussion "Gender manipulation: pros and cons"
    Purpose: To evaluate the ethical side of gender manipulation. To assess gender manipulation, a panel discussion "Gender manipulation: pros and cons" is held. Students are divided into two groups. The first group is given the task to identify the positive aspects of manipulation, to prove the statement "gender manipulation is good, useful, effective"; The second group is accordingly required to determine
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