Discipline in education

James Macallister

doi:10.1007/978-981-287-532-7_653-1

Discipline in education

Research output: Chapter in Book/Report/Conference proceeding › Entry for encyclopedia/dictionary

Abstract / Description of output

This entry documents four different philosophies of discipline in education: a punishment philosophy, a rule driven philosophy, a motive-content philosophy and a personal-relational philosophy. In respect to each philosophy, discussion focusses on 1) what discipline is and 2) how its use in education might be justifiable. It is argued that there are at least three ways of justifying the use of discipline in formal educational contexts; when it is rules-based in a way that is morally educational, when it connects student interests and motives to the material to be learned and when it helps students to overcome the human tendency towards ego-centricity. It is also noted that behaviour management approaches problematically dominate disciplinary practices in many Western schools. As such, it is concluded that discipline in education might need to be done very differently in practice, if it is to be educationally justifiable in practice.

Original language	English
Title of host publication	Encyclopedia of Educational Philosophy and Theory
Subtitle of host publication	Living Edition
Editors	Michael Peters, David Aldridge
Publisher	SpringerLink
ISBN (Electronic)	9789812875327
DOIs	https://doi.org/10.1007/978-981-287-532-7_653-1
Publication status	Published - 26 Aug 2019

Access to Document

10.1007/978-981-287-532-7_653-1

MacAllisterJ_2019_EEPT_Discipline_in_educationAccepted author manuscript, 601 KB

https://link.springer.com/referenceworkentry/10.1007/978-981-287-532-7_653-1

Cite this

@inbook{15e1d900f6b7456c950bef1bc632ca3c,

title = "Discipline in education",

abstract = "This entry documents four different philosophies of discipline in education: a punishment philosophy, a rule driven philosophy, a motive-content philosophy and a personal-relational philosophy. In respect to each philosophy, discussion focusses on 1) what discipline is and 2) how its use in education might be justifiable. It is argued that there are at least three ways of justifying the use of discipline in formal educational contexts; when it is rules-based in a way that is morally educational, when it connects student interests and motives to the material to be learned and when it helps students to overcome the human tendency towards ego-centricity. It is also noted that behaviour management approaches problematically dominate disciplinary practices in many Western schools. As such, it is concluded that discipline in education might need to be done very differently in practice, if it is to be educationally justifiable in practice.",

author = "James Macallister",

year = "2019",

month = aug,

day = "26",

doi = "10.1007/978-981-287-532-7_653-1",

language = "English",

editor = "Michael Peters and David Aldridge",

booktitle = "Encyclopedia of Educational Philosophy and Theory",

publisher = "SpringerLink",

}

TY - CHAP

T1 - Discipline in education

AU - Macallister, James

PY - 2019/8/26

Y1 - 2019/8/26

N2 - This entry documents four different philosophies of discipline in education: a punishment philosophy, a rule driven philosophy, a motive-content philosophy and a personal-relational philosophy. In respect to each philosophy, discussion focusses on 1) what discipline is and 2) how its use in education might be justifiable. It is argued that there are at least three ways of justifying the use of discipline in formal educational contexts; when it is rules-based in a way that is morally educational, when it connects student interests and motives to the material to be learned and when it helps students to overcome the human tendency towards ego-centricity. It is also noted that behaviour management approaches problematically dominate disciplinary practices in many Western schools. As such, it is concluded that discipline in education might need to be done very differently in practice, if it is to be educationally justifiable in practice.

AB - This entry documents four different philosophies of discipline in education: a punishment philosophy, a rule driven philosophy, a motive-content philosophy and a personal-relational philosophy. In respect to each philosophy, discussion focusses on 1) what discipline is and 2) how its use in education might be justifiable. It is argued that there are at least three ways of justifying the use of discipline in formal educational contexts; when it is rules-based in a way that is morally educational, when it connects student interests and motives to the material to be learned and when it helps students to overcome the human tendency towards ego-centricity. It is also noted that behaviour management approaches problematically dominate disciplinary practices in many Western schools. As such, it is concluded that discipline in education might need to be done very differently in practice, if it is to be educationally justifiable in practice.

U2 - 10.1007/978-981-287-532-7_653-1

DO - 10.1007/978-981-287-532-7_653-1

M3 - Entry for encyclopedia/dictionary

BT - Encyclopedia of Educational Philosophy and Theory

A2 - Peters, Michael

A2 - Aldridge, David

PB - SpringerLink

ER -

Discipline in education

Abstract / Description of output

Access to Document

Fingerprint

Cite this