- Introduction & Thesis Statement
There are different theories that have been created regarding the purpose of an education. Education is not only meant to impart knowledge on learners, but is also meant to shape the moral code of values of the individuals. In this way, education systems produce well-rounded individuals who are both knowledgeable and of great service to their societies. In an effort to create the most favorable educational environment, there have been arguments both for and against coeducation of schools. Proponents of coeducation are of the view that such an education enhances responsibility among students, holding of students irrespective of gender to the same standard, and nurturing cross gender relation. Despite these few benefits attributed to coeducation, this paper is of the view that coeducation is not the best learning environment. In the light of this, this paper argues against coeducation of schools on the grounds that it affects the focus of students on education, there are a large number of crimes in coeducation schools, and the fact girls and boys have different abilities that cannot be optimally developed in a coeducation system.
First Argument
First of all, it is important to realize that for students to be able to focus on their education there have to be free of other activities that might alter their concentration in the education process. It is important to realize that as students mature both physically and mentally, they become more aware of their external environment. The environment within a coeducation school exposes students to members of their opposite sex. The realization of the pleasures that might come as a result of having members of the opposite sex with the classroom environment, in most cases affects the concentration of students. Students are pre-occupied with activities that reduce their productivity and commitment to education. For example, the starting of relationships between boys and girls at a tender age is a common practice in co-education schools. It is important to realize that being in a relationship or finding oneself to be attractive is something that bothers students at a tender age (Tyack, 1990, p.56). For instance, girls who do not have dates to take them out during proms and other social events suffer from low self-esteem. This lack of self-esteem can be detrimental to the learning process because it is sometimes discouraging and demotivating to the students that are affected. The realization of the pleasures of having members of the opposite sex in the classroom environment is not something that parents and instructors can be able to contain. The only way that parents can be able to create a better educational environment is by taking their children is separate schools, where they can be able to wholly focus on the education process and not members of the opposite sex that are part of the learning process in coeducation schools.
Second Argument
The presence of high levels of crime in coeducation schools is another important reason as to why both boys and girls should attend separate schools. It is important to note that students are more likely to behave different in the presence of members of the opposite sex. There is a feeling of pride and competition for attention in coeducation schools. In an effort to stand out among the rest many student in coeducation schools might engage in activities such as premarital sex as a way to prove to their peers that they are better than them. In some cases, students seek attention from members of the opposite sex by engaging in activities such as the use of drugs and attending parties so as to please members of the opposite sex (Howe, 1984, p.32). In some cases, they are vices such as fights that result from competition for members of the opposite sex in co-education schools. These are things that can be avoided in the classroom environment by making sure that both boys and girls learn separately so that they can focus more on education rather than other petty issues that do not add any quality to their lives. Therefore, the environment in co-education schools increases the likelihood for crime as students seek to increase the attention of members of the opposite sex. These crimes reduce the productivity of students and put the education of many students in jeopardy. All these excitements and crimes among students can be avoided by making sure that both boys and girls attended different schools so that their education is not affected.
Third Argument
The fact that both boys and girls have different abilities is another reason why both boys and girls should attend different schools. Despite both boys and girls have the same abilities in form of the academia; it is important to note that boys and girls are different physically. The physical differences between boys and girls make it difficult for topics that solely relate to one sex to be discussed in the classroom environment. There are topics that can only be discussed in the absence of one sex. Topics of morality, sex, and hygiene are some of the examples that need to be discussed different in the case of both boys and girls (Shmurak, 1998, p.21). This means that the best education environment for boys and girls is separately schools where each of the gender can be adequately taught and nurtured with regards to the essential topics that are important in life.
Counter Argument (Special Paragraph)
Life requires men and women who can effectively function and operate under diverse and difficult environments. Separate school so not help prepare such men and women. This is because they isolate students of the opposite gender yet in life these students will be interacting with people of the opposite sex. Separate schools can lead to the lack of interaction skills socially with members of the opposite sex, because such a relationship is not fostered as an early age in separated schools. This means that if parents are aiming at raising all-round children who will be in a position to have better interaction skills in the future, it is prudent that they take their children in coeducation skills. Despite the distraction that might result in the learning environment owing to presence of the opposite sex, students will be able to avoid this distracting as they grow and mature both in age and in the learning process. Therefore, coeducation schools are important because they provide real life environment that entails the presence of members of the opposite sex in the classroom environment. This is however not the case in separated schools where student only interact with students of the same sex.
Conclusion, Main Arguments, & Reinstatement of Thesis
In conclusion, boys and girls should attend separate schools as opposed to coeducation schools. This is because coeducation schools affects the focus and concentration of students on education, there are a large number of crimes in coeducation schools, and the fact girls and boys have different abilities that cannot be optimally developed in a coeducation system.
References
Howe, F. (1984). Myths of coeducation: selected essays, 1964-1983. Bloomington: Indiana University Press.
Shmurak, C. B. (1998). Voices of hope: adolescent girls at single sex and coeducational schools. New York: P. Lang.
Tyack, D. B. (1990). Learning together: a history of coeducation in American schools. New Haven: Yale University Press .
