A presently ubiquitous idea, how gender is defined remains deeply indebted to modern thought, depending on the concept of sex as its reference point. Originating with practices arising with capitalism, modern thought’s concept of sex was enhanced with the search for the norm regarding standardization, then further refined through the research program of eugenics. Gender, in contrast to sex, has its roots in sexual practice changes from the second half of the twentieth century onward, developed in association with 1980s postmodern thought. The presuppositions of the two concepts differ radically. Understanding the difference between sex and gender matters because gender is now more than a critique of sex—it’s an idea accepted and understood in popular culture and affects how people interpret their sexuality. This review examines the foundations of modern and postmodern thought then focuses on sex and gender with respect to their history within these modes of thought. The conclusion, pointing to future research, is that a further reformulation of sexuality will be required for gender, as a postmodern idea, to truly separate itself from the presumptions of sex as a modern concept, permitting individuals to express their sexuality as they choose without negative social and psychological repercussions.

Individuals are pupils of society, and students represent individuals within the societal context. It is the noble aspiration of every educator to cultivate students with well-rounded personalities for the benefit of society. School curricula are instrumental in shaping the children who will, in turn, shape the future of society, and it is posited that students with well-rounded personalities are invariably those who embody love. The challenge lies in how to enable children to possess, retain, extend, refine, and be filled with love—a task necessitating the collaborative and synergetic efforts of both the educational and social systems to achieve a societal milestone. Pedagogy of love focuses on nurturing the capacity for love within students, who, through self-awareness of their indoctrination in love, transform techniques of self-love into capabilities of love for others. This process continuously generates the energy of love within social relations, thereby fostering social production, improving the relations of production, and enhancing the creative capacities, vitality, and welfare of a socialist society's wealth and capital accumulation.