School Discipline, Educational Interest and Pupil Wisdom☆

James MacAllister is currently at the University of Stirling

Abstract

In this article, the concept of school discipline will be explored in relation to that of educational interest. Initially, Clark’s account of two different kinds of school order (discipline and control) will be explained. The interest-based theory of school discipline advanced by Pat Wilson will thereafter be analysed. It will be argued that both these scholars persuasively explain how school discipline may follow when learning activities are successfully married to pupil interests and experiences. However, it will be maintained that the epistemic position adopted by Wilson is problematic. Although Wilson suggests that Richard Peters placed too great an educational emphasis on initiating pupils into public traditions of knowledge, it is here claimed that Wilson did not value that development enough. With reference to Whitehead, it is concluded that discipline in schools ought to be arranged so as to help pupils foster wisdom for life, as this concept integrates liberal knowledge and educational interest.

Keywords:

• discipline
• control
• wisdom, knowledge

Acknowledgements

I would like to thank David Carr, Gale Macleod, Lindsay Paterson and Richard Pring and anonymous reviewers for their instructive comments on an earlier version of this article.

Notes

James MacAllister is currently at the University of Stirling

1. However, Clark is doubtful that pupils who are forced to learn something are being treated morally at all.

2. For a discussion of the philosophy of education advanced by Tolstoy, see Cohen (1981).

3. R. S. Peters concluded as much in his introductory comments to Wilson (1971).

4. He notably adds that pupil interests are valuable, however ridiculous they may be.

5. For further discussion of the views of Peters regarding subjects and the criteria and aims of education, see the last two sections of this article.

6. Hirst and Peters (1975) also briefly discuss interest, pointing out that many, if not all, children’s interests are socially acquired. They also imply that indiscriminate pursuit of interest may inhibit the development of the vital ability to complete tasks.

7. Peters (1970, p. 175) gives the example of unproblematically justifiable rules that prohibit murder, theft and general breaking of contracts.

8. He argues that to write ‘poetry one must have studied metre, and to build bridges you must be learned in the strength of material’ (Whitehead, 1967, p. 34).

9. Tolstoy (see Cohen, 1981) and Dewey (2008) also advanced the view that education should build up from the life of the pupil.