Sacred Haven of Debauchery

And what other kinds of relationships can there be at 16?

Then I'll rephrase the question:
Should "males and females" also receive different certificates, taking into account the "specifics of gender"?

How do boys and girls answer questions in kindergarten or school? A boy looks at the desk, to the side, or straight ahead, and if he knows the answer, he answers confidently, while a girl looks at the teacher or educator and, when answering, looks for confirmation of the correctness of her answer in their eyes, and only after a nod from the adult does she continue, already more confidently. The same pattern can be seen in children's questions. Boys more often ask adults questions in order to obtain specific information ("What's our next lesson?"), while girls ask questions to establish contact with the adult ("Will you come back to see us?"). That is, boys (and men) are more focused on information, while girls (and women) are focused on relationships between people.

Experts note that the time required to get into a lesson – the period of adaptation – also depends on gender. Girls usually quickly reach an optimal level of performance after the start of the lesson. Teachers see this in the way they look at them and structure the lesson so that the most difficult part of the material falls on the peak of performance. But they are guided by the girls. Boys take longer to get going and rarely look at the teacher. But then they also reach their peak performance. And the girls, on the other hand, are already starting to get tired. The teacher immediately notices this, because he has a good rapport with the girls – he is always looking at their faces. He begins to reduce the workload, and the lesson moves into a different phase. But it is precisely now that the key material for the lesson should be given to the boys. But the most important thing has already been given, and they either missed it or didn't understand it, because at the right moment their level of performance, their ability to learn difficult material, was low. The lesson is over. But was it designed for boys, for the specifics of their physiological and psychological functions? Unfortunately, no.

Of course, this does not mean that no girl will ever come up with a new idea, but the trend here is very clear.

It has been established that men perform better in exploratory activities, come up with new ideas, and they work better when they need to solve a fundamentally new problem, but the requirements for quality, thoroughness, accuracy of execution or design are not high. And in school, a boy may find a new, non-standard solution to a math problem, but make a mistake in the calculations and get a failing grade.

Women usually perform better on tasks that are already new, typical, and standardized, but when the requirements for thoroughness, detail, and the execution part of the task are high. And that is exactly what is required in school. First, it is explained how to solve the problem. That is, the search stage is excluded; it is taken over by the adult, and the children are required to solve typical problems that were discussed in the lesson. Minimal requirements for search and innovation, maximum requirements for thoroughness of execution. This is good for girls, but to help a boy, you need to explain a little less and prompt him to find the principle of the solution himself. This, of course, will not teach him neat and consistent writing in his notebook, but only in this way will he understand, and therefore remember, the principle of the solution: what he has figured out on his own is usually not forgotten.

Psychologists believe that women (and girls) excel in verbal tasks. Even initially non-verbal tasks, they can solve using verbal methods. Men (and boys) excel in visual-spatial skills, because performing spatial-visual tasks requires searching. Special studies have shown that boys have a specialization of the right hemisphere of the brain in relation to spatial functions, spatial-temporal orientation, and therefore a better organization of those types of activities that require spatial thinking, already at the age of six, while girls do not have it even at the age of thirteen.

Let's take an example, such as solving geometric problems. Geometry is the science of relationships and spatial forms.

Boys more often solve a geometric problem using geometric, spatial methods: they mentally rotate the figures being compared in space and superimpose one on the other.

Girls and women, including the geometry teacher, usually label all the angles and sides with letters and then work with the letter symbols and with the learned patterns-theorems. They practically do not use geometric methods.

Strictly speaking, nothing prevents us from creating slightly different programs for boys and girls, even when they are learning together. A good example is labor lessons, where even now boys are often taught to work with a plane, while girls are taught to embroider. And in general, many schools have several separate programs for different groups of students. I think adapting them to gender is not difficult.

The other question is whether this is the main problem right now?