David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Ethics and Education 5 (2):117-134 (2010)
School anti-violence programs are united in their radical condemnation of aggression, generally equated with violence. The programs advocate its elimination by priming children's emotional and cognitive controls. What goes unrecognized is the embeddedness of aggression in human beings, as well as its positive psychological and moral functions. In attempting to eradicate aggression, schools increase the risk of student disaffection while stifling the goods associated with it: status, power, dominance, agency, mastery, pride, social-affiliation, social-approval, loyalty, self-respect, and self-confidence. It is argued that the distribution of power and authority to students as plausible substitutes for aggression, would enable them to express aggression in a legitimate manner and simultaneously encourage their attachment to school. A vibrant anti-violence program that attracts children will find a way for caring, amiability, sympathy, and kindness to live in tandem with competition, power, assertiveness, and anger tamed by institutional constraints
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Sigmund Freud (2011). Beyond the Pleasure Principle. Broadview Press.
Sigmund Freud (1972). Civilization and its Discontents. In John Martin Rich (ed.), Readings in the Philosophy of Education. Belmont, Calif.,Wadsworth Pub. Co..
William James (1906). The Moral Equivalent of War. Association for International Concilliation 27.
Citations of this work BETA
No citations found.
Similar books and articles
N. I. Makarova (2008). Non-Suppressive Educational Activity is the Future of Modern Russian Educational. Proceedings of the Xxii World Congress of Philosophy 37:189-193.
Stephen C. Maxson (1999). Some Reflections on Sex Differences in Aggression and Violence. Behavioral and Brain Sciences 22 (2):232-233.
Boudewijn de Bruin (2008). Media Violence and Freedom of Speech: How to Use Empirical Data. [REVIEW] Ethical Theory and Moral Practice 11 (5):493-505.
Boudewijn De Bruin (2008). Media Violence and Freedom of Speech: How to Use Empirical Data. Ethical Theory and Moral Practice 11 (5):493 - 505.
Michael Allen Fox (2006). Compassion as an Antidote to Cruelty. Behavioral and Brain Sciences 29 (3):229-230.
D. C. Phillips (1976). Forty Years On: Anti-Naturalism, and Problems of Social Experiment and Piecemeal Social Reform. Inquiry 19 (1-4):403 – 425.
Neil Roberts (2004). Fanon, Sartre, Violence, and Freedom. Sartre Studies International 10 (2):139-160.
Anthony C. Ruocco & Steven M. Platek (2006). Executive Function and Language Deficits Associated with Aggressive-Sadistic Personality. Behavioral and Brain Sciences 29 (3):239-240.
Andrea Smith (2003). Not an Indian Tradition: The Sexual Colonization of Native Peoples. Hypatia 18 (2):70-85.
Gwen Adshead (2011). Same but Different: Constructions of Female Violence in Forensic Mental Health. International Journal of Feminist Approaches to Bioethics 4 (1):41-68.
Joan F. Goodman (2008). Responding to Children's Needs: Amplifying the Caring Ethic. Journal of Philosophy of Education 42 (2):233-248.
Marc A. Johnston & Charles B. Crawford (1999). Stigmatizing Women's Aggressive Behavior: Who Does It Benefit and Why? Behavioral and Brain Sciences 22 (2):226-227.
Robert M. Sade (2004). Evolution, Prevention, and Responses to Aggressive Behavior and Violence. Journal of Law, Medicine and Ethics 32 (1):8-17.
Added to index2010-12-14
Total downloads11 ( #154,563 of 1,410,090 )
Recent downloads (6 months)1 ( #177,589 of 1,410,090 )
How can I increase my downloads?