Abstract:
This research was conducted with the aim of examining the concept of what gender is, explaining the differences between the two sexes, gendered education, and the Islamic approach to gender differences and gendered education, based on modern studies. The research method is a descriptive-analytical method based on sources and texts related to the research topic. The results of the research show that neglecting gender differences in the education of girls and boys, without regard to the ultimate goals of Islamic upbringing, leads to the fading of individuals' individuality in various social, economic, cultural, and educational dimensions, making it impossible to achieve the educational goals defined in this approach. The philosophy of focusing on gender differences from an Islamic perspective is to pay attention to desirable transcendence and growth in the individual, family, and social spheres in reaching the sublime goal of perfection, in proportion to gender requirements. Partial separation in the subsystems of the educational institution, or if the design of two separate educational systems is realized with the model of proportion, balance, and complementarity, plays an important role in representing different and appropriate ways to achieve the same goal.
Machine summary:
When the learner, or so-called student-centeredness, became the focus of the formal education system, attention to their needs based on individual differences, including the needs required by their gender, was considered an important and addressable subject in the fields of curriculum planning, curricular content, teaching styles, and the learning environment.
The sum of the aforementioned views can be reorganized under the title of the model of appropriate, balanced, and complementary gender education in alignment with the individual's mission to achieve proximity to God, in Figure 1: / Figure 1: The model of appropriate, balanced, and complementary gender education based on the Islamic approach In summarizing what was mentioned before, it can be said that modern neurocognitive findings and scientific observations and studies have confirmed the existence of physiological, psychological, and emotional differences between girls and boys; while the traditions and narrations existing in religious sources previously, developmental differences women and men have extended beyond natural differences to innate differences, and on this basis, have proceeded to analyze legislative differences in the form of different rulings and duties for women and men, assuming that the ways to reach the single goal of creation, namely worship and proximity to the Lord, are different.
-- A gendered approach to various fields of education based on the developmental differences between men and women, regardless of specific circumstances, is not possessive of a demonstrative and mandatory aspect; rather, in view of the social goals of the Islamic system, it is assumed to be an acceptable and emphasized matter.
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