The Socratic method, in part, requires that an instructor gently guides a student toward an answer by providing open discussion and permitting the student to arrive at said answer seemingly on her own. I can privately, personally believe a student is wholly wrong when she champions abortion. But in my experience, my only hope of leading her to a different conclusion is by respectfully entertaining her ideas (again, as repugnant as they are to me personally), gently challenging them, and permitting her to see the gaping holes in her thinking.
I understand the goal of separating the person from the thinking. I think we just have different ways of playing out what that looks like in conversation.
:tiphat: Likewise!
I’ve got to agree with Kurisu. Memories from early childhood aren’t nearly as rare as some may believe. In fact, these can be unbelievably powerful in comparison with later memories. These memories may fade later in adulthood but it’s not at all surprising that a 17-year-old would remember something from the age of 4.
Additionally, though our communities have made efforts to eliminate gender discrimination, this doesn’t mean that gendering is no longer present. Take a trip through a store like Babies 'r Us – it’s almost impossible to purchase baby gear that isn’t gendered (primary colors for boys and pastels for girls, for example). A girl who chooses not to shave her legs, not to wear make-up, etc. is most definitely aware that she’s bucking the norm (the norm which certainly still exists). Boys who choose to play with kitchen sets and baby dolls are definitely bucking a norm, as well. There is still plenty of social meaning to be being a girl or being a boy. It’s not necessary for us to believe that boys can only do boy things, for example, in order to accept that gendering is still present. I can build a gas grill and change a tire but that doesn’t mean that I don’t feel like a girl.