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Abstract
This article deals with theoretical problems connected with notions on gender, 'being an educated person', rationality and caring, and the Dutch curriculum for general education. The introduction of the subject 'taking care' as part of the curriculum for secondary education in the Netherlands, can be understood as a step towards a more gender-egalitarian curriculum. Discussions on the meaning of 'an educated person' and on the meaning of rationality within philosophy of education are described and used to analyse the aims of 'taking care'. The way 'gender' is at stake within this subject, and the implicit notion of an educated person are discussed, in order to find out if and how a gender-egalitarian curriculum, based upon a gender-egalitarian notion of an 'educated person', is possible.