Educación diferenciada y coeducación: continuar el debate y proteger la ciencia

Abstract

In the context of the current debate regarding \nthe best school setting (single-sex \nschooling v. coeducation) several advocates \nof coeducation have published emblematic \npapers that implicitly suggest that the debate \nshould be considered as finished and \nthat further research regarding this topic \nis not needed. This essay aims to refute the \ncombined arguments of those articles using \nmethodological and empirical facts, and show \nthat the debate about this question and research \ninto it should not be seen as complete, \nbut instead should be promoted. At the same \ntime, the essay identifies certain features in \nthe aforementioned articles that present a \nrisk of distorting science by moving towards \narguments of an ideological nature, and it \nunderlines the problem this represents for \nthe debate itself and for science in general. \nThe article does not seek to defend single-sex \neducation, only the need for further research \ninto it.