> I don't see anyone suggesting such a thing, but instead, that the majority of each gender may have certain behavior and learning styles in common.
Unless you can prove that certain behavior is common among majority of females, and that certain common behavior is more significant than bazillion traits which are not shared, and then that certain behavior is significant to learning, and is more important than traits which aren't shared - the segregation is meaningless.
> Why go any further? Just because one type of segregation may work, doesn't mean that all types of segregation would work.
The chances that a group of students is going to be consistent, coherent, and will respond to the teaching style in the same way is essentially zero(group size > 1). If gender segregation show a noticeable, significant improvement; by all means have it. But don't make claims in advance.
You're demanding hard conclusions where there aren't any. However, they can be said to exhibit a tendency where the chances aren't exactly 100%. It's the difference between correlation and causation, and correlation is not "meaningless."
> You're demanding hard conclusions where there aren't any.
I am demanding hard conclusions, failing which I am demanding you don't make any if you aren't sure(gender difference became apparent to me that day, gender segregation works etc).
> It's the difference between correlation and causation, and correlation is not "meaningless."
I didn't claim correlation is meaningless - I just claimed you are claiming correlation, and for fuck's sake, causation, when there isn't any.
Correlation is when 2 random variables aren't probabilisticaly independent. If you can cite me correlation between gender and behavioral traits when it comes to learning, and that study isn't some crackpot theory based on how I taught a ruby workshop, I am more than willing to be corrected.
If you can cite me correlation between gender and behavioral traits when it comes to learning, and that study isn't some crackpot theory based on how I taught a ruby workshop,
This is where you're dishonest: You say you're looking for hard connections, yet any evidence is subject to a value judgement on your part. Tails I lose.
> This is where you're dishonest: You say you're looking for hard connections, yet any evidence is subject to a value judgement on your part. Tails I lose.
I am looking for correlation, as in the sense correlation is defined, or causation. I don't think correlation or causation is open to value judgement.
Unless you can prove that certain behavior is common among majority of females, and that certain common behavior is more significant than bazillion traits which are not shared, and then that certain behavior is significant to learning, and is more important than traits which aren't shared - the segregation is meaningless.
> Why go any further? Just because one type of segregation may work, doesn't mean that all types of segregation would work.
The chances that a group of students is going to be consistent, coherent, and will respond to the teaching style in the same way is essentially zero(group size > 1). If gender segregation show a noticeable, significant improvement; by all means have it. But don't make claims in advance.