Gender approach in pedagogy

Abstract

The article substantiates the necessity to develop a scientific problem of gender approach in pedagogical science. The authors have identified this problem as a priority direction in the state policy of the country, recognizing the gender approach in education as a sphere of responsibility and interests of the state.Inclusion of the gender approach into scientific circulation as a new direction not only in pedagogical science, but also at all levels of education is due to its orientation towards the transition from the traditionally «knowledge» paradigm to a personality-oriented one. As characteristic features of the gender approach, consideration of the individual characteristics of students is put forward, while ensuring and supporting the processes of their self-knowledge, self-actualization and self-realization. One of the main factors of the socio-cultural development of the individual is the gender socialization of the individual, the success of which is determined by the formation of the gender identity of the individual, its mastery of gender norms of behavior and self-determination in the system of gender stereotypes.It is determined that the development of a gender approach in education is a new step in the development of the science of human studies, pedagogical anthropology. Pedagogical aspects of the process of gender socio-cultural development of personality should be considered as a complex and multifaceted interaction on the formation of gender identity.