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“unequal Equality”: Axiological Aspects of the singlesex Education
Tetiana Matusevych - is a PhD Candidate,
International Society of Philosophy and Cosmology (Kiev, Ukraine)
E-mail: [email protected]
Philosophy of Education, being an integrative and anthropologic knowledge, has to perform a prognostic and axiological function, forming a perspective of a world-view genesis of personality and provide theoretical and methodological background for the innovation processes in the education. The forming of harmonious, intellectually developed, creative, conscientious, responsible, purposeful and healthy human personality - these are all the main tasks of the educational system. There are many approaches in performing of such strategic task. One of them, starting from the urgency of a problem of sexual indifference of a modern school education, is presented in a singlesex format of education and is based upon individual approach to the education and upbringing of each and every pupil, taking into account the gender peculiarities of development. In this article I analyze the axiological dimension of the single-sex education, its “post-school” personal preferences and “over-school”public value.
Keywords: single-sex education, axiology, value, gender, equality.
The Philosophy of Education, being an integrative and anthropologic knowledge, has to perform a prognostic and axiological function, forming a perspective of a world-view genesis of personality and provide theoretical and methodological background for the innovation processes in the education. The forming of harmonious, intellectually developed, creative, conscientious, responsible, purposeful and healthy human personality - these are all the main tasks of the educational system. There are many approaches in performing of such strategic task. One of them, starting from the urgency of a problem of sexual indifference of a modern school education, is presented in a single-sex format of education and is based upon individual approach to the education and upbringing of each and every pupil, taking into account the gender peculiarities of development.
In the modern society the ideas of the single-sex education are actively debated in the academic, professional and political communities all around the world. In the United Kingdom, Belgium, Chile, Singapore, Hong Kong, Israel, New Zealand, Australia, and Korea and in the majority of the Muslim nations the percentage of single-sex schools exceeds 10 percent [Riordan, 2011]. At present we can see the interest in resurgence of the single-sex schools in many countries, both in the public and private sectors.
Despite the considerable number of researches, which are related to the issues of the single-sex education, its philosophical basis and the axiological dimension of the single-sex education are almost not studied.
© Matusevych Tetiana, 2014
The aim of this article is to analyze the axiological dimension of the single-sex education, as well as to consider its “post-school” personal preferences and “over-school” public value.
Fundamental anthropological basis of the separate education format is ambiguity, ambivalence, non-linearity of the human nature, which combines physical, social and spiritual components. Profound individual characteristics of a personality make it impossible to use some universal educational system for training and education of all pupils. That is why it is necessary to look for the individual approaches to each pupil for revealing in full his/her academic and creative potential.
Single-sex education: the discussion continues
Obviously, that the polarity of the discussions concerning the single-sex education system is caused by two major vectors of the development, which are based on different paradigmatic platforms. Some researchers are categorically against the forced segregation at school in order no to distort the existing structure of the human society. School is considered as a powerful institution for socialization and “normalization” of a child’s personality, as well as preparation of an individual to the real life. Other theorists consider the school as a strong repeater of the gender inequalities, which exist in the society. They emphasizes the positive impact of the single-sex education on the academic achievement, “unconventional” choice of subjects by the pupils and the future career success thanks to the creation of the proper environment for the independent choice of the personal development direction, which is free of any stereotypes and prejudices in the same-sex forms.
It should be noted that at the present development stage of the gender differentiation of education we can see the high degree of variability of the educational process forms: boarding schools, dual academies, single-sex classes within the coeducational schools, segregation of pupils for the advanced study of certain subjects and at certain educational levels etc. The variability of educational process organization within the single-sex system and presence of such school life forms, which give the possibility of interaction between boys and girls during the school time, provide proper conditions for assimilation of the behavior patterns of another sex, formation of the interpersonal communication skills, which contribute to the normal socialization of youth while maintaining academic excellence of the single-sex educational format.
What preferences are obtained from the single-sex educational system as an alternative form of the educational process for pupils? Researches of the benefits of the single-sex education compared with co-ed are actively conducted in the UK, USA, Canada, Australia, New Zealand, Korea, Russia and some other countries. Of course, it is impossible to understand any social phenomenon, if we know the results of some local researches. Nevertheless, the overall picture in any sphere may be obtained after systematic analysis of the results of the corresponding researches, which are conducted in different parts of the world.
Among the main benefits, which are received by pupils, who study in the single-sex claseses we can mention the following:
1. Increase of the students’ academic achievement level.
The high level of the academic achievement of the single-sex schools’ pupils was confirmed by the researches, made by Australian Council of Educational Researches (ACER) in 2008, as well as by Warrington, M. & Younger, M. (2001), Sommers, C. (2002), Thiers,
N. (2006), Wills, R., Kilpatrick, S. & Hutton, B. (2006), Malacova E. (2007), Gibbs, S., Fergusson, D. & Horwood, L. (2008), Bradley, K. (2009), Stephens, M. (2009), Viets, A. (2009), Morrell, P. (2009), Olson, C. (2010), Booth, A., Cardona-Sosa, L. & Nolen, P. (2013) and other scientists.
2. Choosing gender atypical subjects.
The facts, which confirm the pupils’ gender atypical choice in favor of the single-sex classes and schools, were also provided in the framework of the researches Gwizdala, J., Steinbeck, M. (1990), Streitmatter, J. (1999), Watson, C., Quatman, T. (2002), Thompson, J. (2003), Karpiak, C., Buchanan, J. (2007), A. Stables, Abigail Norfleet James, Sullivan (2009), Shapka, J., Keating, D.(2003), Kessels U., Hannover B.(2008).
3. Social and emotional benefits.
They were studied by Cipriani-Sklar, Cuddy, Marsh et al., Riordan (1990), Lee and Bryk, Riordan (1990), Riordan (1994), Riordan (2008), Morrell (2009).
4. Arrangement of comfortable conditions of studying.
It was worked out by Booth, A. and Nolan, P.(2009). As a result of the research run by Australian scientists, there was a decision made that in single-sex classes are easier and more effective to provide nice conditions for teachers to put scientifically based gender strategies into practice, than in co-educational classes. As the experts mention, the form of separate education facilitates the usage of individual and student-centered approach, because sexual distinctions disappear, but the individual peculiarities are getting more distinctive.
The critics of the single-sex educational system point out the main disadvantage of the system, which poorly contributes to the pupils’ socialization. Sure thing, we consider the total person’s removal from contacts with the opposite sex to be a negative phenomenon as it may have dramatic effects. But, in our opinion, this disadvantage is possible to neutralize by using divergent models of separate education: separate classes within the same school, the division of children for studying individual subjects, at certain grades of the educational process, etc. Still this educational model can be adapted for any studying conditions and educational needs. This is variability of this form of organization of educational process provided adequate choice of educational strategies, including biological, physiological, neuropsychological, social, cultural factors, that lets the students achieve good results in their studying without breaking the natural process of the personality formation.
It is significant that the single-sex form of studying creates educational options, which are not available in the co-educational ones. In the single-sex classes we can use some strategies, which can not be used in the co-education classes and schools. A teacher plays an important role. His/her character, competence, background and experience in teaching the single-sex classes, as well as readiness to use innovations are very important. However, a simple separation of boys and girls in two different classrooms will not give any positive results. Application of the separate educational system provides for the introduction of a number of specific pedagogical conditions, gender-oriented educational strategies, and adaptation of the methodological materials to the requirements of the definite educational conditions, etc.
Axiological dimension of the single-sex education
We believe that a consummate figurative model of the “unequal equality” created by the famous Ukrainian philosopher G. Skovoroda can serve as a philosophical
background, conceptual basis of the single-sex education. He wrote: “God is like a plentiful fountain, filling all kinds of containers according to their volume. There is an inscription above the fountain: “Unequal equality for all”. Different currents are pouring out of all kinds of pipes flowing down into all kinds of containers, located around the fountain. Smaller dishes hold less water, but still they are equal to the bigger ones and all of them are brimful”. This idea is based on two main principles: accordance with the nature (everyone has to follow his/her nature) and ethical pluralism (every person chooses his/her own way).
Axiological basis of the single-sex education is to understand that both boys and girls are equal in their rights (not the same in every detail). Biologically, psychologically, pedagogically NOT EQUAL boys and girls have EQUAL educational rights: to discover their academic and creative potential fully during educational process, to gain a high level of competence in all school subjects regardless of their gender typicality (or nontypicality), to study in comfortable conditions free from the pressure of stereotypes and prejudices. That will promote better self-esteem and academic self-concept. Moreover, every person has the right to get the profound educational background in spite of the sex. That will ensure the person’s coming into being an equal member of society, and form the background for further personal development. Under the application of the single-sex form of studying the principals of accordance with the nature (taking into account biological, psychological, pedagogical features of boys and girls) and pluralism (the choice of the development way free of the gender stereotypes pressure) are saved.
Therefore, we think, that the leading value of the gender-oriented (opposite to the sex-role) single-sex education is recognition of the equality of boys and girls in their ambitions of self-realization, as well as ensuring that process.
Another important value of the single-sex form of education is that boys and girls are given more personal freedom and the professional choice freedom unrelated to sex. The increasing of the subjective freedom level is caused by a higher educational success of pupils and academic self-concept in gender-atypical subjects, creating the environment which minimizes the influence of gender stereotypes and social pressure. It is also important to master gender atypical models of professional development. Teaching engineering or natural sciences by women in a school or class for girls, as well as teaching languages or literature by men in a school or class for boys allows pupils to learn different models of personal professional development independently of traditional ideas concerning “female” and “male” occupations. One more advantage for boys in homogeneous educational environment is minimizing of the conflicts between the images of “a real man” and “a diligent student”, which are widespread in co-educational schools.
According to the study conducted by EASSE (European Association of Single-Sex Education), among their associated centers the percentage of students from female schools who choose undergraduate degrees with scientific-technical directions increases significantly. On the other hand the number of male students who decide to be teachers (the career with little male presence) is much higher than average.
Nowadays women are encouraged to the STEM (science, technology, engineering and mathematics) spheres of activities all around the world. The urgency of resolving the problem is resulted from the gender disparity, which exists in those spheres all over the world. Due to marginal status of women, the presence of vertical and horizontal
segregation in science and technology, some scientists (Spielman, J., 2012; Broadley, K.; Joensen, J. & Nielsen, H., 2013) emphasize the necessity of looking for some new pedagogical techniques and methods, the transformation of math and science teaching methods all over the world in order to reduce the gender gap in those spheres, to encourage women to choose the scientific and technical careers, to increase their profits. The single-sex form of education is one of the educational options, which help to attract girls to the sphere of mathematics and pedagogy. This is confirmed by several researches [Bell, S., OHalloran, K, Saw, J., & Zhao, Y. (2009); GSA].
A number of “over school” benefits for the same-sex schools graduates, associated with the involvement of boys and girls to the gender-atypical spheres is illustrated in the researches of Sax, L. (2009), Sullivan, A., Joshi, H., & Leonard, D. (2010), Tully, D., & Jacobs, B. (2010)
In our opinion, the special value for females is to develop their leadership qualities while they are pupils at the single-sex schools. In such educational environment girls display stronger ability to compete and run the risk in comparison, than the girls of the same age from coeducational schools. These skills are essential for the development of the future career and leadership formation. No wonder that such prominent figures as Golda Meir, Margaret Thatcher, Hillary Clinton, Margaret Mead, Madeleine Albright, Condoleezza Rice, Maria Callas, Liz Claiborne, Jane Fonda, Madonna, Gloria Stein studied at the single-sex schools.
The famous American pedagogue and writer Gene N. Landrum in his book “Profiles of Female Genius: Thirteen Creative Women Who Changed the World” analyzed the life journey of thirteen outstanding women and the factors, which contributed to their success. He also mentioned the fact that half of those women attended the single-sex schools. Starting from the very early age they could see other women who demonstrated the example to follow. They got assured that any woman can reach the top and be successful without relying on a mysterious femininity or waiting for approval from the leading man. So, the author makes a conclusion that the same-sex education in schools can be seen as an important promoting factor. The schools “for girls only” turn out to be an important factor in the development of women’s skills necessary for creative achievements in the later period. The single-sex form of studying gives a child the opportunity to feel the impact of various female role models to be used to make success later [Gene N. Landrum]. The research of L.Kronborg (2009), devoted to the factors in the development of talent of ten outstanding women of Australia also demonstrated that the majority of them were studying in single-sex schools. In a study of S. Billger (2007) it was found out that woman who graduated from the single-sex schools could earn 19.7% more money than the salary of co-educational school graduates.
The famous British public schools, so-called “gentlemen’s forge” (Eton, Harrow and Winchester) are traditionally single-sex. For instance, Eton has graduated twenty British prime ministers, famous men of science (Baron Richard Layard, Stephen Wolfram, John Paul Morrison, Robin Lane Fox), writers (Ian Fleming, Charles Cumming, Boris Starling, Tom Kane), actors (Hugh Lorrie, Dominic West, Damien Lewis), as well as outstanding athletes, journalists, soldiers, diplomats and statesmen. The most famous Harrow school graduates are: Sheridan and Lord Byron, Sir Winston Churchill, Prince Alexander of Tunis, King Abdullah ibn Hussein, a physicist and Nobel laureate Lord Raleigh, the inventor of photography Fox Talbot and many others.
Expansion of the educational possibilities range is an important value of the singlesex education. As experts of the European Association of Single-Sex Education point out, the form of the single-sex studying is quite popular nowadays and has great prospects of development. The principal value of gender-oriented single-sex education consists in its innovation that brings the power of single-sex schools as a part of the modernization of educational system on humanistic, personality-oriented principles. At the same time, under implementing of gender-oriented single-sex education innovative transformations will affect all components of the educational process: object, content, organization, forms and methods of training and education.
So, the axiological dimension of the single-sex educational model functioning is related to the ratio of such philosophical categories as “choice” and “freedom.” “Choice” in the philosophical sense is interpreted as a spiritual and practical procedure, during which an individual consciousness realizes the selective preference of some values and norms and rejects other ones. The variety of forms of the reality and the life diversity are the ontological reasons of the dilemma. The axiological reason of dilemma lies in the plenty of alternative possibilities that allows predicting the possible results, and making hypothetical and definitive decisions. The idea of freedom is one of the fundamental ideas in the Western culture, which reflects such attitude of an ego to the acts, by which he/she is the determinative reason of its acts, and which are not immediately caused by either natural, social or individual factors. In everyday usage the word “freedom” usually means the absence of any limitations and constraints, but in correlation with the idea of wiliness it stands for the possibility of doing whatever a person wants.
From our point of view, the importance of the single-sex education form should not be considered in the absolute categories despite the number of its advantages. Single-sex education is not a universal educational model, which fits each student and can overcome all the obstacles of the modern educational system. But if this educational form leads to the improvement of a number of academic and psychological indicators (which is confirmed by the studies) of a considerable number of children, it has the right to exist and develop. On the other hand, the children and their parents have the right to choose the best, in their opinion, option of education as a principally important aspect of personal development. It is necessary to mention that several thousand researches had the purpose to compare the single-sex and the co-educational form of training (2,221 researches were included into the US systematic review of 2005 Single-Sex Versus Coeducational Schooling, 2005). The majority of them represent advantages of the single-sex education, but some researchers do not find any important differences of two forms. And only few researchers demonstrate the negative impact of the single-sex education. This is important to understand that the principle “Do no harm” is actual not only in medicine, but also in such a delicate process as formation of a personality resulted from the schools’ educational impact on children.
The single-sex education model provides support to the existence of alternative possibilities, which increase the free choice both on the personal level and on the educational system and society in general. For a pupil it means the high academic progress and increase of the academic self-conception in the gender-atypical subjects Afterwards it will provide them with the possibility which are not related, as a rule, to the concrete sex to choose the direction of the professional and career development.
For the educational system it means the expansion of the spectrum of educational options, as from the educational experience we know that there is no any universal educa-
tional model, which can provide all pupils and students with proper self-realization and reveal their personal potential as much as possible. It encourages the pedagogues (both theoreticians and teachers) to reinterpret the already known or look for some new educational models, methods and techniques for realization of the individual, person-oriented educational approaches. For the society in general more active women’s participation in the sphere of science and technology, as well as men’s active participation in the humanitarian spheres and promoting the leading role of women in the public activities, are further steps towards overcoming the gender inequality and formation of the society with equal possibilities free from prejudices and stereotypes. The gender-oriented single-sex educational system has a great potential of increasing the effectiveness of the educational impact during the formation of the students’ personality. It can be reached due to the following features of the single-sex system of education:
■ paying more attention to the psychological, physiological, pedagogical peculiarities of boys and girls;
■ creating the conditions, which are free of the gender stereotypes and prejudices impact;
■ differential approaches to the organization of the educational process;
■ creating a certain psychological climate and gender-comfortable conditions for the pupils training;
■ more widespread use of the gender-oriented technologies forpupils' development and individual training;
■ use of the person-oriented approaches to the educational activity;
■ following the principles of egalitarianism, accordance with nature, self-actualization and creative initiative, democracy and humanism in the process of the educational activity;
■ providing boys and girls with more personal liberty and free choice of the direction of their professional development, which is not related to the concrete sex.
I have worked out the Theoretical model of the structure of educational environment based on the gender-oriented approach (table 1).
Table 1. Theoretical model of the educational environment structure based on the gender-oriented approach
Aim: the formation of a harmonious, intellectually developed, creative, smart-minded, conscious, responsible, goal-seeking, morally, socially and physically sound person of the future. Purposes: increase of the effectiveness of educational activity in the process of the school pupils’ personality formation by using the gender-oriented approach.
Principals: the principal of accordance with the nature, egalitarianism, formation of the gender identity, gender balance of the teaching staff, cultural conformity, subjectivity, care of the pupils’ physical and psychological health, self-actualization and creative initiative, the principal of choice, democracy and humanism.
Content: organization of the educational process in gender-homogeneous forms based on application of the gender-oriented approach, which is built upon biological, psychological (differentiation of the cognitive characteristics, sensory-perceptive abilities, differentiation of the emotional sphere, communicative peculiarities, differentiation of the creative qualities), and pedagogical features of pupils.
Form: single-sex classes
Conditions: ■ realization of the gender approach should be taken by teachers and pupils as the value and purpose of modern schools; ■ theoretical model of the gender approach realization at schools should be worked out; ■ gender approach will be put into practice in the process of integration of the curriculum and extracurricular activities with the use of various methodological instruments (from traditional forms of organization of pedagogical activity to practicing the elements of some new pedagogical technologies); ■ teachers, who implement the gender approach in the pedagogical practice should be ready to the innovational activities and use of the wide spectrum of pedagogical methods and technologies. Characteristics: ■ creation of the conditions free from the impact of the gender stereotypes and prejudices; ■ differentiated approach to the organization of the educational process; ■ creation of the proper psychological climate and gender-comfortable conditions for the training process; ■ more wide use of the gender-oriented technologies in the process of individual training and development; ■ use of the personal-oriented approaches in the process of education.
Values:
micro-level (person) medium-level (educational system) macro-level (society)
■ acknowledgement of the equality of boys and girls in their self-realizationdesire, as well as providing them with the proper conditions for that process; ■ providing boys and girls with more personal liberty and free choice of the direction of their professional development, if the certain gender is not required by the chosen profession; ■ development of the leadership skills of the female pupils, who study at the single-sex forms, as well as their ability to be competitive; ■ providing pupils with the alternative possibilities, which are very important for promoting their free choice at the personal level; ■ expansion of the educational options spectrum; ■ innovational transformation of the educational system; ■ overcoming the gender stereotypes of the educational system; ■ decrease of the gender gap in the scientific, technological and humanitarian spheres of knowledge; ■ overcoming the gender stereotypes in the society; ■ providing pupils with the alternative possibilities, which are very important for increasing their free choice at the level of the society.
Result: 1. Increase of the level of the pupils’ academic successes. 2. Choosing the atypical subjects from the gender point of view. 3. Social & emotional advantages. 4. Creation of the comfortable training conditions. 5. Innovational transformation of the educational system.
6. Liquidation of the gender stereotypes in the educational system.
7. Decrease of the gender misbalance in the scientific & technical and humanitarian spheres of knowledge.
Conclusion
So, the axiological aspect of the single-sex education is represented by the following values:
- acknowledgement of the equality of boys and girls in their desire to the self-realization, as well as providing them with the corresponding conditions for that process;
- providing boys and girls with more personal liberty and free choice of the direction of their professional development, if belonging to the concrete sex is not required by the profession;
- development of the leadership skills of the female pupils, who study at the singlesex forms, as well as their ability to be competitive;
- providing the pupils with the alternative possibilities, which are very important for increasing their free choice wither at the personal level or at the educational system level and the society in general;
- expansion of the educational options spectrum;
- innovational transformation of the educational system;
- decrease of the gender misbalance in the scientific & technical and humanitarian spheres of knowledge;
- deconstruction of the gender stereotypes.
The above mentioned value orientations of the single-sex education correspond to the principle of humanization of the modern education, which envisage the creation of the conditions for the comprehensive development of each personality.
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