Without gender, the school is a broad idea and perspective that emphasizes that all the  students are equal. The students from kindergarten should be taught that human beings are similar;  there is no difference between men and women. The perception of we is being fed into students’  minds so that the young minds, when grown up, will lead the nation as a whole not take the  discrimination of race, language, color, and bias. It is a comparative education system, and the  dimensions of scientific, pragmatic, and global are achievable. The dimensions are essential and  renovating for the education system. The implementation of these educational dimensions over  Sweden’s schooling technique will show the world a new face of education technology free from  race, culture, color, language, and other social and economic factors. 

The scientific dimension is the essential gathering of knowledge for the theory-building  that must be searched through intellectual only. The theory or scientific knowledge must facilitate  the students of every economy, language, and race. The school without gender helps to create that  academic level among the students. The student must interact with fellow researchers and the  people of their field from other nations and languages. The intellect of being equal and defying  girls and boys’ complexity and sexual differences must be applicable for everyone, and schooling  without gender helps spread that concept. The relationships are not isolated from the intellectual  structure; on the contrary, they make sense and ensure the legitimacy of a given theoretical  perspective (Edson 2010). The knowledge of race and culture must be excluded from the education  system, and the idea of schooling can do this without gender. 

Pragmatic dimension comparative knowledge says that knowledge must enable the  students to learn from other cultures and nations. Besides paradigmatic and general methodological factors, there is room for several pragmatic factors that influence a research method (Smaling,  1994). The schooling without gender proposes a hand of help in sustaining the idea of a pragmatic  approach of comparative knowledge. The defying of gender discrimination encloses the idea of  learning and understanding the things that are new and of other cultures. The students from different races, when collaborating they create an atmosphere of love and respect for each other.  The sharing of ideas, collecting the pieces of cultures, mixing them to open up the windows of  knowledge through diversity, and understanding complexities behind different phenomena to  explore more and out of the box. The exploration of new ideas and the level of approach required  for advanced research is evolving through schooling without gender.  

The global dimension of comparative knowledge aims to propose the experience that must  focus on understanding foreign policies and peace. The idea of schooling without gender mainly  focuses on calling the students as we, not as he and she. The idea of we acts as an enormous motive  for the nation to develop a sense of love and respect for the other people. When they grew up in  an environment where they consider each other as one nation, they will start their future as an  activist to spread love and understanding for different cultures and countries. The gender  discrimination imposes an essential factor in terms of international hate and wars of culture. If the  students from the start of their schooling are encouraged to welcome each other with love and  gratitude, their minds are always welcome to understand and respect the international polices and  cultures. The teaching without gender of race, human, and color proposes an excellent global peace  sign