"Ania Björk \(sveana\)" <s...@h...com> wrote in message
news:<bbda48$9dc$1@news.onet.pl>...
> > Jasne, feministki górą.
>
>
> Masz cos przeciwko feministkom? Jakies osobiste urazy? A moze byles w ciazy?

Bo ktos nie zgadzajacy sie z feminizmem musi miec osobiste urazy. Do
feminizmu
czy do kogo wlasciwie?

> Sam gdzie indziej piszesz, ze nie masz dzieci, wiec tym bardziej nie masz o
> tych sprawach pojecia, chocby z pozycji partnera....

Feministka urodzila dziecko => feministka wszechwiedzaca.

Troche cytatow wypowiedzi _feministek_:


"W meskich rekach logika jest czesto forma przemocy, przebiegla forma
tyranii."
[In masculine hands logic is often a form of violence, a sly kind of
tyranny.]
--Simone de Beauvoir. The Second Sex.Quoted in: Janet Radcliffe
Richards. The
sceptical feminist: A
philosophical enquiry. Pelican Books, Harmondsworth, 1980, p.41

"Feministyczna analiza zaczyna sie od zasady, ze obiektywna
rzeczywistosc to mit".
[Feminist analysis begins with the principle that objective reality is
a myth.]
--Ann C. Scales. The Emergence of Feminist Jurisprudence: An Essay
[in]
Feminist Legal Theory:
Foundations (ed. D. Kelly Weisberg) Temple University Press, 1993,
page 42

"Zenski upor odrzuca idee, ze mezczyzni sa stworzeniami racjonalnymi.
Meska logika moze poradzic sobie tylko z prostymi problemami: kobiety,
poniewaz sa pasywne i skazane na obserwowanie i reagowanie, a nie na
inicjowanie czegos, sa bardziej swiadome zlozonosci". (komentarz: 1.
nie wiem, jak ta prominentna feministka radzi sobie z oburzeniem
innych feministek, ze niby dlaczego ta meska kultura uwaza kobiety za
pasywne, ale jakos konfliktu nie widac 2. nie wiem, jak sobie ta pani
radzi z introwersja/ekstrawersja)
[Female hardheadedness rejects the misguided masculine notion that men
are
rational animals. Male logic can only deal with simple issues: women,
because
they are passive and condemmed to observe and react rather than
initiate, are
more aware of complexity.]
--Germaine Greer. The female eunuch. Book Club Associates, London,
1971, p.109

"Najlepsza aktywnosc naukowa i myslenie filozoficzne o nauce sa...
oparte, wymodelowane na podstawie najbardziej mizoginicznych zwiazkow
mezczyzn z kobietami - gwalcie, torturach, dobieraniu kochanek,
mysleniu o dojrzalych kobietach jako nadajacych sie tylko do
matkowania".
[[T]he best scientific activity and philosophic thinking about science
are ...
modelled on men's most misogynous relationships to women - rape,
torture,
choosing "mistresses," thinking of mature women as good for nothing
but
mothering. ]
--Sandra Harding. The Science Question in Feminism. Open University
Press,
Milton Keynes, 1986, p.112


"Jako czesc naszej walki, powinnysmy wyzwolic sie z pierdolonego
systemu edukacyjnego, ktory probuje zniszczyc nasze umysly poprzez
zmuszanie nas do myslenia i pisania w formach liniowych" - Kolektyw
Kobiet Zwiazku Studentow Szkol Srednich Nowego Jorku.

[As part of our struggle, we have to liberate ourselves from the
fucking
educational system that has tried to destroy our minds by forcing us
to think
and write in linear forms.
--Women's Collective of the New York High School Student Union.
Excerpts from
the diaries of all oppressed women. [In] Sisterhood is powerful: An
anthology
of writings from the women's
liberation movement. (ed. Robin Morgan) Vintage Books, New York,
1970, p.375 ]



Darwin is sometimes quoted as the ideological ally of the of the
rapist and
forcible impregnator - how else but by his marauding activities
could the
survival of the fittest be assured?
--Germane Greer. Seduction is a four-letter word. Playboy, January
1973 [In]
The madwoman's underclothes: Essays and occasional writings 1968-1985.
Picador, London, 1987,
p.152

The most hideous/harsh/coarse torture is carried out with the
sophisticated
techniques of modern medicine, including "life-prolonging" machines
and a
variety of pharmacological means also used in hospitals. Indeed the
sadistic
methods used in the Nazi death camps, in contemporary political
prisons, and
in hospitals ... bear striking resemblance to each other.
--Mary Daly. Gyn/Ecology: The metaethics of radical feminism. The
Women's
Press, London, 1979, p.96

Scientists are priests of patriarchy, performing the last rites.
--Mary Daly. Gyn/Ecology: The metaethics of radical feminism. The
Women's
Press, London, 1979, p.103

[S]cience is a male field, and not only because it is dominated by
males.
Attracting more women into patriarchal science is only a partial
solution. We
don't just want more women laboratory assistants. Nor do we want
women to
become 'honorary men' in a science that is based on 'male' values.
Equal
opportunity is simply not enough.
--Libby Curran. Science education: Did she drop out or was she
pushed? [In]
Alice through the microscope: The power of science over women's
lives. (ed.
Lynda Burke et. al.) Virago, London, 1980, p. 41

We need more women from the Movement to go into science and
technology. ... We
must take scientific research and technological developments out of
the hands
of men. ... We need to develop our understanding of the relationship
between
science, technology, the state and male power. Women need networks
of
Movement women discussing, monitoring, working out means of
affecting decisions, possibly infiltrating key laboratories and
government
departments such as the Ministry of Defence as laboratory
technicians,
secretaries and cleaners, if not as scientists and top government
officials.
--Jalna Hanmer and Pat Allen. Reproductive Engineering: The final
solution?
[In] Alice through the microscope: The power of science over women's
lives by
The Brighton Women & Science Group. Virago, London, 1980, p. 226-227

[W]e believe that conceptions of knowledge and truth that are accepted
and
articulated today have been shaped throughout history by the
male-dominated
majority culture.
--Mary Field Belenky, Blythe McVicker Clinchy, Nancy Rule
Goldberger, Jill Mattuck Tarule. Women's ways of knowing: The
development of
self, voice and, mind. Basic Books, Inc., New York, 1986, p.5

[T]here is in fact masculine bias in fields of inquiry that have from
their
beginnings tried to achieve the kind of objectivity thought
characteristic of
physics.
--Sandra Harding. The Science Question in Feminism. Open University
Press,
Milton Keynes, 1986, p.105


[W]hy is it not as illuminating and honest to refer to Newton's laws
as
'Newton's rape manual,' as it is to call them 'Newton's mechanics?'
--Sandra Harding. The Science Question in Feminism. Open University
Press,
Milton Keynes, 1986, p.113


[W]hen Copernican theory replaced the earth-centered universe with a
sun-centered universe, it also replaced a woman-centered universe
with a
man-centered one. ... [T]he womanly earth, which had been God's
special
creation for man's nurturance, became just one tiny, externally moved
planet
circling in an insignificant orbit around the masculine sun.
--Sandra Harding. The Science Question in Feminism. Open University
Press,
Milton Keynes, 1986, p.114


[W]omen ... saw clearly that modern science and technology served as
means of
their domination and not liberation.
--Hilary Rose. Beyond masculinist realities: A feminist epistemology
for the
sciences.[In] Feminist approaches to science. (ed. Ruth Bleier).
Pergamon
Press, 1986, p.57

[M]asculinist science and technology are part of a culture of death.
--Hilary Rose. Beyond masculinist realities: A feminist epistemology
for the
sciences.[In] Feminist
approaches to science. (ed. Ruth Bleier). Pergamon Press, 1986, p.57

Special courses for women with math anxiety, or special attention to
classroom
techniques (paring women with women, rather than men with women lab
partners)
may be used aid women students seeking science careers in the
traditionally
andocentric science programs.
--Sue V. Rosser. The relationship between women's studies and women
in
science. [In] Feminist approaches to science. (ed. Ruth Bleier).
Pergamon
Press, 1986, p.172


[F]eminist epistemology involves [the] creation of a practice of
feeling,
thinking, and writing that opposes the abstraction of male and
bourgeois
scientific thought.
--Hilary Rose. Hand, brain and heart: A feminist epistemology for the
natural
sciences. [In] Sex and scietific inquiry. (ed. Sandra Harding and
Jean F.
O'Barr) The University of Chicago Press, Chicago and London, 1987,
p.279




Feminist analysis begins with the principle that objective reality is
a myth.
--Ann C. Scales. The Emergence of Feminist Jurisprudence: An Essay
[in]
Feminist Legal Theory:
Foundations (ed. D. Kelly Weisberg) Temple University Press, 1993,
page 42



Feminism does not claim to be objective, because objectivity is the
basis for
inequality.
--Ann C. Scales. The Emergence of Feminist Jurisprudence: An Essay
[in]
Feminist Legal Theory: Foundations (ed. D. Kelly Weisberg) Temple
University
Press, 1993, page 45

Linnaeus's term Mammalia helped legitimize the sexual division of
labour in
European society ...
--Londa Scheibinger. Why mammals are called mammals: Gender politics
in
eighteenth century natural
history. [In] Feminism and Science. (ed. Evelyn Fox Keller and Helen
E.
Longino) Oxford Univeristy
Press, Oxford, New York, 1996, p.148


Patriarchy, imperialism, and capitalism have come to operate together
in the
West to provide one of the most powerfully inequitable political
economies in
history. Patriarchy, imperialism, and capitalism can only function
on the
basis of inequality--the inequality of men and women,
of colonizer and colonized, of wealthy and poor. The irony is that
the
discourse that provided the optimal conditions for the interlinking
of these
three systems of inequality is a discourse that held out-- and
continues to
articulate--the promise of equality and liberty for all. That
discourse is
Judeo-Christianity and its rightful heir, science. In the West,
religious discourse and its scientific successor are both profoundly
revolutionary and profoundly repressive. Together, they represent
what we in
the West call Knowledge

-- RENAISSANCE AND TESTAMENT: Dissent and Textuality Fall 1997, Text
for the
course WGSt 310,
University of Saskatchewan

[O]ne way of developing a more feminist approach to science that was
rooted in
women's experiences would be to bring those experiences consciously
into
teaching and learning. We could share, for instance, what it feels
like to
learn about (say) genetic disease as part of learning/teaching about
genetics.

--Jean Barr and Lynda Burke. Women, science and adult education:
towards a
feminist curriculum? [In] Science and the construction of women (ed.
Mary
Maynard) UCL Press, London, 1997, p.87