In this paper, I consider the relevance of the view of cognitive existentialism to a multi-gendered picture of science education. I am opposing both the search for a particular feminist standpoint epistemology and the reduction of philosophy of science to cultural studies of scientific practices as championed by supporters of postmodern political feminism. In drawing on the theory of gender plurality and the conception of dynamic objectivity, the paper suggests a way of treating the nexus between the construction of gender within the interrelatedness of scientific practices and the constitution of particular objects of inquiry. At stake is the notion of characteristic hermeneutic situation which proves to be helpful in designing a multi-gendered pedagogy as well.