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tests successfully has not been an adequate proof of a student’s success in the practical life.
Plenty of academically successful students failed in their practical life because of the educational
defects. Thus, the conscious education underrates the absolute knowledge that is obtained via
inanimate or negative processes of teaching. It also devaluates the knowledge that is
disconnected to the environment or the general life.
The processes of teaching should be totally streamed in the children’s powers that ought to be
discovered for training, developing, and guiding suitably so that a pupil would earn beneficial
mental, physical, and social habits and skills that condition his behavior according to the varying
circumstances. As well, education ought to pour on the pupils’ response, tastes, and emotions to
compose lively spirits of right and justice. The actual education and teaching are the means of
organizing man’s capabilities of acquiring behaviors that are congruous to the social systems in a
way warranting the individuals’ good manners and aptitude of conditioning with the social world.
The knowledge that the teachers provide for their students demarcates the process of teaching.
Those students gain such knowledge in the scope of acquisition. Knowledge is not a triumph
unless its meanings and purports are perceived and utilized, individually and collectively, in the
life and behaviors. This is inapplicable unless the teaching processes care for the learners’
intellectualities, tendencies, activities, powers, and behavior in an aspect that is positively
materialized in the current and future actions.[1]
Coeducation
Many educationists have agreed that the coeducation is the hindrance of the development and
prosperity of teaching. They have also confirmed the necessity of sexual separation in the
teaching processes. They provided the following proofs:
‐Girls cannot compete with boys in the mental processes because the two sexes do not have equal
health, power, and intelligence.
‐The atmosphere of combining girls and boys in the same classes is unfit for benefiting by the
sources of intelligence and the opportunities of teaching completely. Sexual separation in the
stages of pre‐teenage, and teenage in specific, is the only method of creating the educational
aspect that fits the sound teaching.
‐The dangerous moral and emotional results of the coeducation are quite harmful especially in
early childhood and teenage. Before the little individuals catch enough time for gaining a mental
understanding and a wakening sensitivity, they lose the vitality and frankness due to the
coeducation. For the little girls, they lose delicacy,
[1] Refer to Planning for education and teaching: 91‐2.
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