The middle school is completely girls-oriented

2024 Author: Seth Attwood | [email protected]. Last modified: 2023-12-16 15:55

In pedagogical books and articles, they write a lot about the fact that children differ in temperament, the way of assimilating the material, and other characteristics. This is all good, only sometimes the main thing is forgotten - that they differ in gender. Men and women are physically arranged differently, and it's not just those organs.

"I never allowed my schoolwork to interfere with my education." - Mark Twain

Thinking (as well as other mental functions) of men and women (also boys and girls) works in completely different ways. Hence there is a misunderstanding of the spouses ("I told him, but he does not understand!"), And hence there are problems in their studies.

According to your recollections - who is often bad in the classroom, a boy or a girl? As a rule, almost every class has its own inveterate "poor student", and this is a boy. Modern school education (I mean secular mixed schools) is completely and completely "female-oriented". To begin with, the male teacher has long since become a rarity. Perhaps a physical education and labor teacher for boys, but there the thought processes are not particularly involved. Primary school teacher, math teacher, physics teacher …

All the main disciplines, where the head should work more, are not just in "women's hands", but who makes the program? Have you ever seen the Serpentarium Methodology Cabinet? There is an exclusively female composition. (I am a Methodist, I am aware). The high school curriculum is entirely focused on the "girl" mindset, which is why it is so often boys who do poorly.

The program is built on the principle of "copy-paste", that is, read a paragraph and tell it, read the rule and do exercises according to it, look at the sample and follow it. This is a typically feminine thinking that replicates. Male thinking generates ideas and creates new rules and new patterns.

That is why it is so easy for girls to cope with exercises for a given rule, and boys do not see the point in this - they have mastered the idea, why should they grind it up now?

Girls usually respond much better at the blackboard - their verbal centers are better formed. Therefore, it is completely wrong when my mother says: "Our boy does not speak at two years old, while the neighbors' girl already gives out so many words a year!" - this is normal! Girls, on average, start talking earlier and find it easier to formulate their thoughts than boys. It is important for boys to express the essence, they do not need to "spread their thoughts along the tree", unlike them girls can embellish their stories with various insignificant details, which, of course, delight teachers and look "more successful" against the background of fragmentary responding boys.

When a Russian teacher checks her essays, what is the first thing she will pay attention to? Volume! And if instead of the specified minimum "about a page and a half" she sees five lines, she will not even read, but will cross out everything with bold red paste and put a "two".

Boys are taught year after year throughout their training that an idea is not important, a thought has no value, only its design and "copy-paste" are important (Remember the drop in marks for blots? the carpentry workshop, how everything in the artist's studio is stained. When boys strive to create something new, they have absolutely no time to "put everything on the shelves", this is too low for their lofty ideas. And at school they are driven in that the blot is higher than the thought that they were trying to express).

Of course, the girl needs to be taught constructive thinking, but it is the boys who suffer more from this orientation of learning, when they only need to assimilate information, and not get it and not create something new.

It may seem that I have a contradiction - I wrote so much about the fact that at a certain stage children have visual-figurative thinking, then verbal-logical thinking? This is all true. But at the same stage for boys and girls, it works slightly differently within the same framework. Both those and others operate with images at the stage of figurative thinking, but the ways of operating differ. For example, in a game, girls can arrange a house for dolls for two hours, invent furniture and change outfits without starting the plot. Boys, on the other hand, immediately move on to actions - for example, they began to play cars, immediately arrange races, etc.

Anyone who has the opportunity to see how girls and boys draw with comments, you will notice something like the following:

The girl will tell in detail about all sorts of beauties: "And this is the princess's palace. It's like she has a garden. There are such flowers (long listings with the selection of colors). And her dog lives here. The dog's name is …". On the sheet there will be a clear sky-earth separation with "even rows" of all participants and objects.

The boy will express himself more in onomatopoeic words and interjections, it is important for him to "twist the plot", and not to draw every object: "and he is like that - bam! - and they are vzhzhzhzhzhzhzhzhzh, and the car went there, this boom-boom, and he ran like that … ". there will be an undetectable daub on the sheet, which has been "driven by a car" back and forth many times.

And so a boy in the first grade brings such a drawing to an art teacher (with a "girl's" thinking), and she says: "Petrov! Why is your car hanging in the air? Why is your man upside down? Have you seen a man on the way up somewhere?" feet? Why did you climb behind the outline? What, little one, did not learn to paint? " (The class laughs). Thus, the boy not only received trampling on his lofty idea and dynamic plot, but was also exposed "in front of the formation." Think, he will have a lot of desire to create?

As we have already said, the thinking of men requires innovation, fundamentally different solutions, men need to "turn the world upside down", they, in fact, come to training in order to get these same two rings.

Just in elementary school, when verbal-logical thinking is formed in a child, male logic is not needed. You can joke that girls at this age have "verbal" thinking (they are the ones who retell the desired correct answers), and boys "logical" - they are looking for cause-and-effect relationships between objects, not always being able to formulate it. It is here that ready-made templates are given and information is given ready-made.

This constant "doing according to the model" destroys the desire for self-education and curiosity in the initial period of study (you do not need to think that these excellent qualities are formed from scratch at the end of school and elementary school is just a prescription, this is precisely the formation of a model of educational activity, it is desirable for life).

In addition to the fact that learning has no incentive to show initiative, search for information and look for its own solution to the aforementioned problem, learning is built precisely on the verbal flow, in the processing of which boys of this age are not very strong (we have already said that they are more often distracted by girls when listening, formulate their statements worse, etc.).

At this age, boys need to "experiment" as much as possible, they find it easier to find a solution "by trial and error." Of course, any such activity is excluded in elementary school - how to experiment? Counting sticks? Boys are in the period of the dominance of the kinesthetic channel of perception longer than girls - they need to disassemble and assemble an object in order to find out how it works and why it works that way.

But even intellectual difficulties do not have such a negative effect as psychological ones. The most important thing is competition. Even if it is not warmed up by the teacher, according to the laws of group development in any class, even the most amicable, there is competition and places of "first" and "last" in the class. Accordingly, girls at this age are always and everywhere "faster-higher-stronger", and under the conditions of modern acceleration, even in physical education, boys do not always manage to win (in almost all the first grades I know, the tallest are girls, not boys).

In general, the fact that boys and girls are the same age in the class is already wrong, because girls are much ahead of boys in mental development and other areas. (If you read materials about gender differences, you will find an interesting fact - newborn girls differ from boys by about 2-3 weeks in development - and they have not been raised in any way "gender-oriented"! Girls quickly establish eye contact, recognize the faces of loved ones etc.)

Of course, by the eighth grade the situation will be different - in high school, boys are rapidly catching up and overtaking girls in school. But the subconscious mind will not wait eight years!

In kindergarten and elementary school, completely "non-male" defeatist and dependent positions will already be formed. Such a situation, when a girl publicly proves her superiority, breaks her manhood. And this happens all the time: the boy could not solve the problem at the blackboard, they summoned the girl to finish writing; girls solve tests faster and hand over exercise books, and boys will take a long time to tinker; girls' neat work is more often shown at exhibitions, honor boards, etc.; boys are often reprimanded for behavior and inattention, and are taken as examples of girls; after all, underachieving boys cheat lessons from excellent girls.

At the very beginning of the topic, we talked about the fact that it is vital for a man to demonstrate his achievements and receive female admiration. And at the age when gender roles and behavioral patterns are formed in boys, they constantly receive verbal and non-verbal negative characteristics! What is especially important - in the most disadvantageous comparison with more successful and socially accepted girls.

A man should demonstrate achievements and receive female admiration, but it turns out the opposite - the boys are taught that they are worthless nonentities against the background of the main and superior girls in everything. Besides the fact that it provokes aggression (really, I really want to beat these girls in the corner during recess), it also builds misconceptions about oneself and inadequate self-esteem.

The boy has no visual support for his own achievements. The boy is deprived of the idea of how creative he can achieve success. What does this mean? What will the boy look for a little later, how to show his masculinity? As you understand, the easiest and shortest way is always not very good: if you don't smoke, you are not a man, etc.

Marina Ozerova

See also: What does the female upbringing of boys lead to

On the parallel education of girls and boys

To date, in domestic and world science and educational practice, enough reasoned data has accumulated, indicating the extremely negative impact of blended learning for boys and girls on their spiritual and physical development and health.

Authoritative media headlines:

UK study demonstrates the feasibility of segregated education

Boys and girls in schools must be educated separately. These are the results of a government research program that has been running for four years. The study has shown that the absence of girls in the classroom contributes to the fact that boys perform better on exams. This is due, according to scientists, to the fact that the absence of representatives of the opposite sex allows boys to be more liberated … A study conducted in 50 schools, where boys and girls study separately, showed that with such a system of education, boys show much more impressive results. (newspaper Independent).

• "The New York Times" (2004-04-03) announces the proposed new rules that will open up the opportunity for the administration of educational institutions to create classes and schools with separate education."
• "The Philadelphia Inquier": Psychologists report that when children are taught separately, they become more disciplined, friendly and their academic performance is significantly improved.
• “Teaching with boys makes 94% of girls sick. This is the conclusion reached by the specialists of the Institute of Hygiene of Children and Adolescents, who have been monitoring the health of students of several Moscow schools for 40 years”(“Duel No.”No. 3 (300)
• “China fears generations of effeminate men and is recruiting male teachers” (RT, February 9, 2016)

Back in the 80s of the twentieth century, Russia gave an example to the world of neither mixed "asexual" or separate "isolation" education. A model of parallel education of boys and girls in parallel classes was proposed (authors V. F. Bazarny and Dubrovskaya E. N.)

Years of research carried out under the guidance of prof. V. F. Bazarny established the following:

Blended learning is the basis for the degradation of the innate inclinations of the male and female personality, including their functional and spiritual potential, infantilization and the extinction of male qualities in young men, a decrease in their labor and defense potential, a decrease in fertility potential in young women, an increase in congenital pathology in newborns, to the mutual alienation of the sexes, the degradation of family foundations, the growth of social vices. Currently, in the CIS countries, about 1000 schools use a student-centered approach to teaching boys and girls in parallel classes. Used on the basis of private initiatives outside public policy and interdepartmental (education and health) management. The results are summarized and highlighted in the materials of the 1st All-Russian scientific and practical conference "Experience and prospects of sex-personal (gender) education in Russia" (Zheleznogorsk. September 22-23, 2009)