Equality
in religion for both genders
Some
religions restrict leadership to men and many others have
traditionally practiced sex segregation, for example in traditional
Jewish synagogues, the women's section is separated from the men's'
section by a wall or curtain called a mechitza and the men are not
permitted to pray in the presence of women, to prevent
distraction.Sex segregation in Islam includes restrictions on
interaction between men and women. Men and women also worship
separately in most mosques.
The
ordination of women has been a controversial issue in some religions
where either the rite of ordination, or the role that an ordained
person fulfills, has traditionally been restricted to men because of
cultural or theological prohibitions, they even believe that there
are quotes in the bible which restrict certains things to men only.
For
example:
In
India both masculine and feminine
deities feature prominently in Hinduism. The identity of the Vedic
writers is not known, but the first hymn of the Rigveda is addressed
to the masculine deity Agni, and the pantheon of the Vedas is
dominated by masculine gods. The most prominent Avatars of Vishnu are
men and the traditional religious leaders of Jainism are all men.
Buddha
was a man, but the female Buddha is also very important in Buddhism.
Buddha stated that men and women are equally
capable of attaining Nirvana.
In
Abrahamic religions, Abraham himself, Moses, David and
Elijah are among the most significant leaders to the Hebrew
Bible. John the Baptist, Jesus and his apostles, and Saul of Tarsus
again give the New Testament an impression of the founders and key
figures of Christianity being male
dominated. Islam was founded by
Muhammad, and his successor, Ali ibn Abi Talib and The Twelve Imams
were also men.
On
the other hand, The Virgin Mary, is not associated with leadership
or teaching, but is nonetheless a key figure in Catholicism
and Fatimah, daughter of
Muhammad, is regarded by Muslims as an exemplar for men and women.
The
Bahá'í Faith teaches that men and
women are equal, and there have been a large number of prominent
female teachers celebrated in Bahá'í history.
Tenrikyo,
which may be the largest religion to have a woman founder.
Nearly
all religions recognize marriage, and many religions also promote
views on appropriate gender roles within marriage. The main
responsability for an islam woman is to flfill her rolw as a wife and
mother and men's role is to work and be able to pretect and support
his wife and family.
The
feminist study of gender and religion began when some women began to
feel dissatisfied with the position of women in religion. There
were two main aspects that were problems for feminists in
Christianity:
-Christianity
was typically androcentric. The texts, leaders, experiences, and
rituals were focused on men, and women were seen as the deviants from
the cultural normality.
-It
was patriarchal. All of the leaders were men and assumed to be strong
and assertive, whereas women were seen as subservient, passive and
weak.
Feminism
has engaged with Christians in three main ways:
-Scholars
have cited religious texts to feminist aims.
-Some
members, scholars and leaders sympathetic to feminism have attempted
reforms to harmonize contemporary religious thought and practice to
be more in line with feminism.
-Some
feminist thinkers have attempted to construct a theology or range of
religious practices based on feminist principles
All
in all, it has been already said by William Hazlitt: “Prejudice is
the child of ignorance.”
Le
droit à l’éducation
Le
droit à l’éducation est un droit fondamental de l’homme,
indispensable à l’exercice de tous les autres droits de l’homme.
Il promeut la liberté individuelle et l’autonomisation et apporte
des bénéfices importants en matière de développement. Cependant,
des millions d’enfants et d’adultes restent privés de la
possibilité de s’éduquer, le plus souvent à cause de la
pauvreté.
Les instruments
normatifs des Nations Unies et de l’UNESCO établissent les
obligations légales internationales en matière de droit à
l’éducation. Ces instruments favorisent et développent le droit
de chacun à avoir accès à une éducation de bonne qualité, sans
discrimination et sans exclusion. Il incombe aux gouvernements de
remplir leurs obligations à la fois légales et politiques pour
offrir une éducation de bonne qualité à tous et pour mettre en
place et contrôler plus efficacement les stratégies dans le domaine
de
l’éducation.
Guillermo Satué Rodríguez
