Even a hundred years ago, the word “education” would have been rarely mentioned in connection with “women”. Heated discussions addressed questions such as how far women should be educated, and what education would mean for them. Women’s traditional and conventional tasks were generally seen in housekeeping, giving birth to many children, and to cater for the sexual needs of their husbands. This role model was based on the concept of the so-called one-sex model, in which the female sex did not exist at all, as people only thought of one human sex, the male sex. In contrast to modernity's formulation that men and women are "opposites", Thomas Laqueur proposed an early one-sex model in which women were seen as fundamentally the same, yet imperfect or failed, versions of men. They were said to be inferior, weaker, and more passive than their male counterparts. The status of the female sex could be compared to that of a slave, because women were totally – economically and physically – dependent on their fathers, and, later on, their husbands. Men saw the progressive development of women, and the female self-esteem, as a major risk for their own status and the system of patriarchy, which had been established by men throughout the past centuries. “[…] They were afraid that their wives might, if their value were recognized, become unruly and claim to be the heads of the household […].” Partly due to the fact that “by law everything a woman possessed became the property of her husband when she married, [which had] the effect [that women had] to hand over [their] property to some person or persons [even] yet unborn before her marriage”, this system forced women to be subjected not only to their husbands, but to all male family members. However, beginning with the period of Enlightenment in the late 18th century, the attitude towards the one-sex model gradually changed. More and more, people tried to distinguish between man and woman by referring to anatomic differences. The two-sex model started to emerge and claim a firm place in people’s minds, and the one-sex model was finally viewed as overcome. Yet, the declared differences between the two sexes did not manifest successfully. Hence, the one-sex model remained like a shadow looming over the gender issues. Nevertheless, the female sex gained power, and women began to claim their rights.
Table of Contents
Introduction
Main Part
The story of Shaw’s “Pygmalion” and its plot
“Pygmalion” and the way of education
Shaw’s attitude towards women, female education and social problems
Education in Great Britain in the 19th century
Wollstonecraft’s “A Vindication of the Rights of Woman”
Wollstonecraft’s attitude towards women’s problems and the aspect of education in the “Vindication”
Conclusion
Comparitive evaluation between “Pygmalion” and “A Vindication of the Rights of Woman”
Research Objectives and Themes
This paper examines the role and significance of female education in George Bernard Shaw’s play "Pygmalion" and Mary Wollstonecraft’s treatise "A Vindication of the Rights of Woman." The study explores how both authors, despite living in different centuries, utilize education as a central mechanism to challenge patriarchal structures, improve economic conditions, and advocate for the independence of women.
- The evolution of women's education from the 18th to the early 20th century.
- The impact of socioeconomic status and class restrictions on access to education.
- The relationship between formal education, female independence, and social mobility.
- Comparative analysis of Shaw’s utilitarian socialist perspective versus Wollstonecraft’s philosophical demand for equality.
Excerpt from the Book
The story of Shaw’s “Pygmalion” and its plot
“Shaw’s drama is based on a Greek myth about Pygmalion, a sculptor and ruler of Cyprus.”10 He is disgusted by the decadent and shameful lives of the women of his era, and decides to live alone and unmarried. Yet, he sculpts a perfect woman in ivory, only for himself alone. The more he looks upon her, the more deeply he falls in love with her, until he wishes that she were more than a statue, which he named Galatea. Lovesick, Pygmalion visits the temple of the goddess Venus and prays to her to grant him a lover like his statue. Venus is touched by his love and brings Galatea to life. When Pygmalion returns from Venus' temple and kisses his statue, he is delighted to find that she is alive. He, then, marries his ideal woman11. However, this woman obeys him and has no own free will, because she is his own creation.
Summary of Chapters
Introduction: This section establishes the historical context of the "one-sex model" and the societal suppression of women, identifying education as a revolutionary tool for female emancipation.
The story of Shaw’s “Pygmalion” and its plot: This chapter provides a narrative overview of Shaw's play, drawing parallels between the Greek myth of Pygmalion and the transformation of Eliza Doolittle.
“Pygmalion” and the way of education: This chapter analyzes how Eliza's acquisition of proper English and education serves as a gateway to social mobility and independence.
Shaw’s attitude towards women, female education and social problems: This section examines Shaw’s socialist approach to education, emphasizing that he viewed equal education primarily as a means to achieve broader economic and social equality.
Education in Great Britain in the 19th century: This chapter contextualizes the educational landscape for women, noting the prevalence of class-based barriers and the late emergence of formal schooling for girls.
Wollstonecraft’s “A Vindication of the Rights of Woman”: This chapter introduces Wollstonecraft's seminal work as a foundational feminist text that challenges the intellectual inferiority of women.
Wollstonecraft’s attitude towards women’s problems and the aspect of education in the “Vindication”: This section details Wollstonecraft's advocacy for rational education and her belief that independence is essential for women to become virtuous members of society.
Comparitive evaluation between “Pygmalion” and “A Vindication of the Rights of Woman”: The concluding comparative chapter synthesizes the findings, highlighting how both authors used education to advocate for societal change while acknowledging the different historical challenges each faced.
Keywords
Pygmalion, A Vindication of the Rights of Woman, George Bernard Shaw, Mary Wollstonecraft, Female Education, Social Class, Patriarchy, Socialism, Enlightenment, Gender Equality, Women's Rights, Social Mobility, 19th Century, Eliza Doolittle, Rationality.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper explores the role of women's education as depicted in Shaw's "Pygmalion" and analyzed in Wollstonecraft's "A Vindication of the Rights of Woman," comparing their views across different historical periods.
What are the central themes discussed in the study?
Key themes include the impact of social class on education, the necessity of independence for women, the critique of patriarchal power structures, and the evolution of feminist thought from the 18th to the 20th century.
What is the main objective or research question?
The study aims to demonstrate how both authors, through their distinct approaches, argued that education is the fundamental catalyst for women to transcend their roles as "property" and achieve personal and economic autonomy.
Which scientific methods are employed?
The author uses literary and historical analysis to compare the primary texts, supported by academic literature regarding the socioeconomic conditions of the 19th and early 20th centuries.
What content is covered in the main body?
The main body systematically analyzes the plot of "Pygmalion," Shaw’s sociopolitical views, the state of education in 19th-century Britain, and Wollstonecraft’s philosophical arguments regarding rational womanhood and education.
Which keywords characterize this work?
Essential keywords include Pygmalion, Vindication of the Rights of Woman, female education, patriarchy, social mobility, and women's rights.
How does Shaw’s perspective on education differ from Wollstonecraft’s?
Shaw approaches the subject from a utilitarian, socialist perspective, focusing on language and economic independence, whereas Wollstonecraft approaches it from a philosophical and moral standpoint, emphasizing rationality as a means to break the "slave" status of women.
What is the significance of the "one-sex model" mentioned in the introduction?
It represents the traditional patriarchal view that women were merely "failed" or inferior versions of men, a concept that serves as the starting point for both authors' arguments for reform.
- Quote paper
- Nadja Winter (Author), 2003, role of women's education - Shaw vs Wollstonecraft, Munich, GRIN Verlag, https://www.grin.com/document/25205
