Corporal punishment has been used to discipline students in the schools. It entails inflicting pain on students with the aim of reforming or disciplining them(Dupper &Amy 244). In the modern days, children’s rights and human rights activists have intensely advocated against the use of corporal punishment. However, many researchers and writers have focused too much on the destructive effects of using corporal punishment with little concentration on its benefits. Therefore, this paper seeks to debate whether corporal punishment is beneficial or harmful to students by exploring the major effects that it has on children, according to the arguments of its advocates and its opponents.
Advocates of corporal punishment in schools believe that it offers an immediate solution to indiscipline. They maintain that students quickly get back to classroom learning after corporal punishment, thereby arguing that it is better than other forms of punishment, like suspending the student from school (Bauer 289). These advocates add that suspending a student out of school removes the student from the educational activities and processes, hence giving the students a free holiday. To further support their stand, they argue that corporal punishment saves a lot of staff time that otherwise would have been used in controlling detention classes, supervising in-school suspension, or managing the administration that concerns these kinds of punishments. These advocates for school corporal punishment also assert that parents often complain due to the inconveniencies caused by penalties or punishments like detention or suspension.
Opponents of school corporal punishment, on the other hand, argue that according to research findings, the use of corporal punishment in schools is not the most effective way of managing the behavior of the students. Rather, they advocate for other positive means of ensuring behavior management among the students (Dupper &Amy 245). These studies, they claim, have revealed that corporal punishment is linked to adverse psychological, physical, and educational effects. For instance, it has been reported that corporal punishment leads to increased hostile and destructive behavior, vandalism, reduced attention span, poor school performance, increased rate of drop out, low self-esteem, school phobia and hence school avoidance, anxiety, depression, somatic complaints, suicide, and revenge against the teacher.
According to these opponents, other disciplinary methods are far better and more effective than corporal punishment. Most of them view corporal punishment as tantamount to abuse or violence (Dupper &Amy 247). In addition, they believe that students receiving corporal punishment at school may develop a tendency to masochism and cruelty. However, this argument was disputed by a psychologist, Sigmund Freud, who experimented and reported that when beating or being beaten was linked to a sexual interest, then it developed during the early childhood stage (Dupper &Amy 248). Sigmund found that such beating was hardly related to real experiences of punishment.
According to Khan (7), corporal punishment is limited to the age of a student. He argues that corporal punishment should be applied to students between the ages of three and ten years(Khan 8). Beyond the age of ten, this type of punishment is not as effective as other methods of punishment, like suspension and detention in schools. To support his argument, he explains that because the brain of a young child is not fully developed, the child is not able to reason with his teacher or parent(Khan 9). Rather, such a child only has an understanding of the here and now. This implies that if such a child is engaged in an unacceptable behavior, pain will be the most effective consequence. Therefore, in his view, teachers who fail to use corporal punishment on students at their tender age will have difficulties in handling these students in their later stages of development.
Middleton (255) suggests that teachers ought to realize that at the school level, children are at a sensitive age. If they get subjected to any form of physical torture, their chances of developing fear or phobia of meeting or approaching a teacher will be high. He says this may cause the child to abandon school (Middleton 256). He adds that students who are subjected to corporal punishment neither love nor respect their teachers, yet respect and love are fundamental for the general development of each and every student’s personality. He says this because a teacher is supposed to be a role model for the student.
The teacher, through his actions and behavior, has to set an example for the students. He should handle the students patiently, guiding and advising them to succeed in all the spheres of life, like academics, music, sports, and other co-curricular activities. He also believes that students are expected to be friendly and free with the teachers to enable them to clarify their doubts and ask questions. At the same time, the students should demonstrate obedience and respect towards the teachers(Middleton 260). According to him, this respect and obedience, however, cannot be forcibly demanded through corporal punishment. It should be left to come instinctively through deep regard for the teachers.
Owen (87) posits that corporal punishment has no positive effect on the behavior of a student. Instead, it makes the situation worse. For example, a very naughty student or one who is not very interested in studies is exposed to corporal punishment, and he may turn to be more aggressive in nature. This may make him abandon school (Owen 88). As a result of such drastic decisions, the student’s future may be disastrous. He strengthens his argument that a student may experience permanent physical disorders as a result of being subjected to corporal punishment. For example, inflicting hard slaps on a student’s ears may render him totally deaf for the entire part of his life.
Harsh canning and whipping in the legs or hands of a student may damage the muscles and bones, hence paralyzing the student. Unnecessary trauma and injuries can also be caused by corporal punishment. He further adds that several acts of corporal punishment leave bruises and visible marks on a student’s body. The mental torture resulting from corporal punishment, mostly for vulnerable students, may last a lifetime(Owen 89). Generally, according to him, corporal punishment has no effect on changing or improving bad behavior. Instead, it can directly lead to lifelong psychological problems.
In conclusion, the paper has looked into the major arguments both for and against corporal punishment in schools. It has extensively explored the practical sides as well as the potential flaws of this system of punishment. In my own opinion, capital punishment is a defective system of instilling discipline among students, and other superior methods of disciplining students exist. These include community service and suspension. These methods can be considered more effective since they provide punishment minus the abuse.
Annotated Bibliography for Corporal Punishment in Schools
Middleton, Jacob. “The experience of corporal punishment in schools, 1890–1940.” History of Education 37.2 (2008): 253-275.
In this article, Middleton backs the idea that students need discipline. He argues that corporal punishment can only be efficient and effective when applied reasonably by teachers. His argument on reasoned punishment is domineering in a child’s growth since it clearly shows that child learns from their mistakes. Nonetheless, he maintains that non-corporal punishment is better than corporal punishment because the student has a brain and is able to reason like a human being.
Khan, Anwar. “Corporal punishment in schools.” Education and the Law 7.1 (1995): 1-11.
This article seeks to unveil the reason why educators have safeguarded corporal punishment for a long period. Additionally, it explores why the elimination of corporal punishment was an unavoidable aspect of change in schools. It was ineffective in eliminating wrongs done by students. Instead, it worsened the situation and made the students more unruly and defiant. Corporal punishment abolishment was vital since students embraced understanding discussion rather than corporal punishment.
Bauer, Gordon B. “Corporal Punishment and the Schools.” Education and Urban Society 22.3 (1990): 285-99.
Bauer focuses on several issues regarding corporal punishment in schools. His article agrees slightly with those who are more rebellious to corporal punishment debate and practice. This article outlines the historical evidence of the factual information about corporal punishment, which is vital for one to comprehend the historical take on this matter. Additionally, it acts as an eye-opener to the physical abuse that occurs in schools.
Owen, Stephen S. “The Relationship between Social Capital and Corporal Punishment in Schools. A Theoretical Inquiry.” Youth & Society 37.1 (2005): 85-112.
Owen exploits different nations that have passed judicial bans on corporal punishment due to its negative effects. According to the article, it is clear that several nations agreed to ban corporal punishment due to the previous cases of unsuccessful force using corporal punishment. This was because of fatal cases of problems it had on innocent students.
Dupper, David R., and Amy E. Montgomery Dingus. “Corporal punishment in US public schools: A continuing challenge for school social workers.” Children & Schools 30.4 (2008): 243-250.
In this article, Dupper and Amy focus on the teachers’ failure to use corporal punishment on students. This study revealed that corporal punishment of students by teachers is a cause of problems in early childhood behaviors. Such students are likely to be more depressed when exposed to corporal punishment. Therefore, non-corporal punishment styles should be embraced.
Works Cited
Bauer, Gordon B. “Corporal Punishment and the Schools.” Education and Urban Society 22.3 (1990): 285-299.
Dupper, David R., and Amy E. Montgomery Dingus. “Corporal punishment in US public schools: A continuing challenge for school social workers.” Children & Schools 30.4 (2008): 243-250.
Khan, Anwar. “Corporal punishment in schools.” Education and the Law 7.1 (1995): 1-11.
Middleton, Jacob. “The experience of corporal punishment in schools, 1890–1940.” History of Education 37.2 (2008): 253-275.
Owen, Stephen S. “The Relationship between Social Capital and Corporal Punishment in Schools. A Theoretical Inquiry.” Youth & Society 37.1 (2005): 85-112.
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