David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 29 (1):61-73 (2000)
Punishment seems taboo both in modern education and in theory. In so far as philosophers of education engage with this problem they follow the pattern of the philosophy of law: consequentialism or deontology. This article starts from another perspective. Its starting point is that punishment in education and upbringing must be seen as an interactive moral process. Two conditions are considered which have to be fulfilled before one can speak of educative punishment: punishment assumes a relationship based both on trust and on authority. The connection between punishment, guilt and shame is analysed and a number of ideas on punishment are set against the back drop of moral development. The outcome of these considerations is a substantial restriction of the occasions in upbringing where punishment can make sense in educative terms
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