In addition, Christine Flowers seems to support single-sexed schools from her 16 year single-sexed education. She presents her insight into the frequent stereotypes of single-sexed education and provides numerous benefits of both sides. However, in reference to ‘The Wadsworth Handbook’ by Laurie G. Kirszner, Flower uses a slanted language simply by stating in the title that “ With No Boys to Ogle, We had time to learn,” Such language contains value judgements in-order to influence the readers’ reactions. Her title immediately influences the reader into supporting the fact that single-sexed schools allow for enhanced education to take place. Nevertheless, Flowers does not put to use any experts point of view to support her argument nor the opposite. She rather exploits her findings based on her own opinion and encounter, as well as people’s reactions to single-sexed education. The view from her dads friend of “Why do you…chanting in Greek”, cannot be used as evidence simply because it is mere opinion, even though it disagrees without she is stating. Flowers is therefore not biased choice of experts or evidence to further strengthen her writing.
Towards the end of the claim, Christine Flowers begins to lose hope of single-sexed schools ever becoming a main educational atmosphere. She also goes against her argument and provides indirect facts that single-sexed schools are now switching to mixed schools, where both sexes can integrate with one another. She excuses this statement with the fact that single-sexed schools are now dying out simply because they result in less income for the owners than mixed schools. This exposes a rather undecided tone because her hope for single-sexed schools dominating the educational body has diminished. But, here ending to the writing provokes an essence of grateful memories that she encountered in her single sexed-education, as well as inflicts mystery upon the reader into who “Athena, Kate, and Maypoles” were.
On the other hand, I support Christine Flowers with the fact that single-sexed schools are beneficial for individuals, simply because it allows students to focus greatly on their education and produces greater knowledge and education. Without any distractions from the opposite gender, students can gain elevated interest into what they are learning without any fear, criticism, or distractions from the opposite sex. However, Flowers view on this claim cannot be taken into full consideration because she did not attend any mixed schools, but rather kept to a single-sexed education for 16 years. She has no experience of how fruitful a mixed school education can be.
Likewise, a mixed school education has many benefits to an individual. Not only does it allow for male and females of both ages to mix and interact with one another, but most importantly prepares them for what the real world would be like. In a study by Dr. Carolyn Jackson from the Gender and Education Association,(GEA, Jackson) it was found that mixed schools are not only favoured by an individual, but are constructive in mimicking the real world that both sexes will face in the future. What’s more, a single-sexed education could produce an individual that is unprepared, nervous, and uneasy with the conditions and challenges that the mixed gendered real world provokes upon them. This artificial environment created by single-sexed schools could hinder an individual’s development skills, and retain them from experiencing the exciting and adventurous atmosphere of a mixed school. The study also found that single-sexed schools may be beneficial for females more than it is for males, since males are known to do better in mixed schools than in single-sexed schools.
On the whole, the use of a deductive fallacy has taken place due to the fact that it is utterly unfeasible for both of this arguments premises to be correct, and its conclusion to be incorrect. Both of these atmospheres have their advantages and disadvantages. The implantation of an existential fallacy has also occurred based on the universal premise that this writing describes, along with a particular conclusion based merely upon opinion. I do not believe that Christine Flowers as provided sufficient evidence to fully claim that singles-sexed schools are more beneficial to an individual than mixed schools, although both of these atmospheres have their cons and pros.
References (MLA)
"Are the Co-ed Schools Better than Single Sex Schools?" Debate Issue:. N.p., n.d. Web. 16 Feb. 2014.
Flowers, Christine, CF. "With No Boys to Ogle, We Had Time to Learn’." With No Boys to Ogle, We Had Time to Learn’ (2002): 1-2. Christine Flowers Journal. Web. 16 Feb. 2014.
Kirszner, Laurie G., Stephen R. Mandell, and Laurie G. Kirszner. The Wadsworth Handbook. Boston: Thomson Wadsworth, 2005. Print.
Mayor, Cathrine. "Single Sexed Mixed Schools." Debate Issue:. N.p., 16 Feb. 2014Bradly, Arthur. "GEA – Gender and Education Association | Single-sex and Co-educational Schooling." GEA – Gender and Education Association | Single-sex and Co-educational Schooling. N.p., n.d. Web. 15 Feb. 2014.
by
meddakik (student)
