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Criticisms of Science search for the origin of the persistent association between 'science, production, masculinity and objectivity'. Therefore, it takes as its point of departure the dichotomy-based foundations of the modern society, as these dichotomy-based foundations construct the actual context of scientific research. At the same time, it is questioned whether this association between science, production, masculinity and objectivity is handed down today by means of educational processes and socialization. The well-know feminist psychoanalyst Nancy Chodorow offers a plausible explanation for the association 'masculinity-objectivity-detachment' versus 'femininity-capacity of connecting.' This article also describes the origins and developments of women studies, and pays attention to the debate over changing from a women-studies approach to a gender-studies approach. At the same time, the author clarifies some consequences of a gender approach for the daily activity of science production, by means of concrete examples.

It is argued here that rather than 'pounding a fist' in Kim Jong Il's face, the US should quietly give the North Koreans the tools they need to topple their tyrant. Subtle measures include promoting North Korea's contact with the outside world, leveraging the refugee community in the south, and increasing broadcasts by Voice of America. Adapted from the source document.

Dat een participatieve benadering steeds meer aandacht krijgt en als een belangrijke meerwaarde beschouwd wordt in (jeugd)onderzoek is op andere plaatsen reeds uitvoerig uitgewerkt. Het begrip 'participatief jeugdonderzoek' overkoepelt heel uiteenlopende onderzoeksbenaderingen met als gemeenschappelijk kenmerk dat jeugdonderzoek in de eerste plaats gezien wordt als onderzoek met kinderen in plaats van over kinderen.

Raising democratic and civic attitudes with youngsters receives more and more attention. Evidence for a strong connection between participation and democratic attitudes has been found in earlier research. In this study, concerning the in and out of school participation of adolescents, we find a similar positive relation. Nevertheless, we see that young people do not participate equally in associations outside school. But when they do get the opportunity to participate in school, the barriers to participation are smaller, Furthermore we can conclude that participation has a cumulative character: students who join activities at school, are more often involved in associational life. Participation at school, although it should be open to all students, reaches only a specific number and kind of pupils. Students in technical and vocational schools have less opportunities to participate. Therefore, we have to question somewhat the assumptions about the democratic strength of schools.