So if male-oriented school turned out to be "just recess" for most kids until 4th grade, this probably wouldn't have any long-term educational effects.
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IMO, there's no effective way to completely eliminate the "boring" parts of instruction. Life is simply not always fun, but all educational things get better once you understand them--get over that initial learning hump.
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But by the same token, it seems like schools take a lot of subjects and hammer them to oblivion--keep on and on with them until kids are absolutely sick of the subject.
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Like, I have a kid who actually likes math. Likes math enough to wander around making math jokes, or comes up and tells me equations they're thinking about, or can be distracted at a restaurant with "why don't you write some equations?" and this kid doesn't like math problems.
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I should say, "Doesn't like doing 50 math problems in a row out of a textbook."
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Maybe some kids like that sort of thing. Mine doesn't. So I try to balance "necessary instruction time to learn the concept" vs. "fun."
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In other words, some instruction is necessary, and that will sometimes be boring, but don't keep it up until love of the subject is beaten out of the kid.
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And different kids have different attention spans and ability to sit still and work.
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So to pull it all together, a male-oriented school for small children would probably involve: Large amounts of active and goal-oriented play Competitive play (eg, sports, races, build the tallest tower) Small amounts of explicit instruction in academic subjects.
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Replying to @EvolutionistXX
Curious: how do you think this would work for girls, who are trained from the start to be 'good' i.e. quiet, non competitive, etc. And how would this accomodate girls levels of maturity? Perhaps an argument for separate classrooms?
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That male and female classrooms had to be separate was unquestionably obvious to every pre-egalitarian population.
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