By: John Tillson and Winston C. Thompson

In this chapter we analyze general views on punishment in order to consider what behavioural requirements schools may establish for students and which (if any) they may enforce through punishment, during compulsory education. Punishment, as we use the word, is the intentional imposition of burdensome treatment on someone – usually on the rule breaker – for having broken a rule, partly because the treatment is burdensome. By carefully analyzing various aspects of punishment, we aim to identify principles that should guide and constrain which behaviours schools punish, and how and why they punish them. In brief, we develop the following principles regarding legitimate requirements that can be made of students and the ways punishment may be used to enforce them. Before children are autonomous, schools may establish both paternalistic, and other-regarding requirements, but not requirements imposed from within comprehensive conceptions of the good. They may punish children in order to ensure a fair distribution of the burdens and benefits of social arrangements. Schools may punish children for paternalistic reasons, including developmental reasons, but not for reasons of general deterrence. When children become autonomous, compulsory schooling may establish only other-regarding requirements of student conduct. They may punish to ensure a fair distribution of the burdens or benefits of social arrangements; this includes punishing for reasons of general deterrence, due to children’s responsible choices enhancing their liability, as well as for other-regarding developmental reasons.

We acknowledge that more or less detail may be given for operationalizing and implementing these principles. Given the generality of our task, we offer limited detail in this regard. A yet more comprehensive account would explain by what authority schools may make and enforce requirements, and to what extent (if any) students or parents should have a role in the deciding requirements. For our present purposes, we highlight that however this authority is distributed, there are better or worse decisions that can be made. In this chapter, we seek only to guide the content of these decisions through identifying appropriate goals for and constraints on school discipline.

Pedagogies of Punishment The Ethics of Discipline in Education, Bloomsbury

Edited by Gregor Feindt, Anke Hilbrenner, and Dittmar Dahlmann   

Sport was an integral part of life in camps during the twentieth century, even in Nazi concentration camps or in the Soviet Gulag. Traditionally perceived as a symbol of equality, play, and peacefulness, sport under such unexpected circumstances irritates most observers, back then and today. This volume studies the irritating fact of sport in penal and internment camps as an important insight into the history of camps. The authors enquire into case studies of sport being played in different forms of camps around the globe and throughout the twentieth century. They challenge our understanding of camps, question the dichotomy of insiders and outsiders, inner-camp hierarchies, and the everyday experience of violence. This fresh perspective complements the existing camp studies and gives way for the subjectivity of camp inmates and their action.

Göttingen : Vandenhoeck and Ruprecht, [2018] 283p.