|Title of host publication||Encyclopedia of Educational Philosophy and Theory|
|Subtitle of host publication||Living Edition|
|Editors||Michael Peters, David Aldridge|
|Publication status||Published - 26 Aug 2019|
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.