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First, it is claimed that for a teacher to employ corporal punishment indicates that the teacher has failed to discourage pupil wrongdoing in other ways -- by moral authority, by a system of rewards, or by milder punishments.

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13. Ibid., p. 70. The (adjusted) increase for one episode of corporal punishment is only two points on the index. For two episodes of corporal punishment, there is a decrease of nearly one point on the index. The index then rises five points for nineteen instances of corporal punishment.


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29. E.g., Steven Shaw and Jeffrey Braden, "Race and Gender Bias in the Administration of Corporal Punishment," School Psychology Review 19 (1990): 378-83.


Analytical Essay: “Fatal Attraction” – ROCOS

This leads to the second argument. The objection takes too crude a view of human psychology and the message that punishment can impart. There is all the difference in the world between legitimate authorities -- the judiciary, parents, or teachers -- using punitive powers responsibly to punish wrongdoing, and children or private citizens going around beating each other, locking each other up, and extracting financial tributes (such as lunch money). There is a vast moral difference here and there is no reason why children should not learn about it. Punishing children when they do wrong seems to be one important way of doing this. To suggest that children and others cannot extract this message, but only the cruder version that the objection suggests, is to underestimate the expressive function of punishment and people's ability to comprehend it.

Dec 17, 2014 · BY RYAN C

I am sympathetic to the claim that far too many teachers fail to foster an atmosphere of mutual respect between their pupils and themselves. They lack the ability or the inclination verbally to communicate expectations to children -- first gently and then more strenuously. They do not first employ milder forms of punishment but rather resort to the cane in the first instance. Some might not believe in rewarding good behavior, only in punishing bad. However, from the claim that corporal punishment often indicates teacher failure, we cannot infer that it necessarily demonstrates such failure or even that as a matter of fact it always does. It is true that when the teacher resorts to corporal punishment this indicates that his prior efforts to discourage the wrongdoing failed. However, there is a big difference between this, a failure in the pupil, and a failure in the teacher. In either case it is true, in some sense, that the teacher failed to discourage the child from doing wrong -- failed to prevent failure in the child. However, it is not a failure for which the teacher necessarily is responsible. I am well aware that the responsibility for children's wrongdoing is all too often placed exclusively at the door of children themselves, without due attention to the influences to which they are subjected. However, there is a danger that in rejecting this incorrect evaluation, teachers (and parents) will be blamed for all shortcomings in children.

The stand - Luther’s reformation

Not only are such messages thought to be wrong in themselves, but it is claimed that they are then acted upon by the child who is hit.18 In the short term, those who are physically punished are alleged to commit violence against other children, against teachers and against school property.19 As far as long term effects are concerned, it is alleged that significant numbers of people who commit crimes were physically punished as children. It is these arguments that lie behind the adage "violence breeds violence." Three defenses of (limited) corporal punishment can be advanced against this objection.