School Discipline, Educational Interest and Pupil Wisdom☆

Educational Philosophy and Theory 45 (1):20-35 (2013)
Abstract
In this article, the concept of school discipline will be explored in relation to that of educational interest. Initially, Clark?s account of two different kinds of school order (discipline and control) will be explained. The interest-based theory of school discipline advanced by Pat Wilson will thereafter be analysed. It will be argued that both these scholars persuasively explain how school discipline may follow when learning activities are successfully married to pupil interests and experiences. However, it will be maintained that the epistemic position adopted by Wilson is problematic. Although Wilson suggests that Richard Peters placed too great an educational emphasis on initiating pupils into public traditions of knowledge, it is here claimed that Wilson did not value that development enough. With reference to Whitehead, it is concluded that discipline in schools ought to be arranged so as to help pupils foster wisdom for life, as this concept integrates liberal knowledge and educational interest
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DOI 10.1080/00131857.2012.711902
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References found in this work BETA

Democracy in Education.John Dewey - 2008 - In Alexandra Miletta & Maureen McCann Miletta (eds.), Classroom Conversations: A Collection of Classics for Parents and Teachers. The New Press.
Child-Centred Education and its Critics.J. Darling - 1995 - British Journal of Educational Studies 43 (4):479-479.
Interest and Discipline in Education.P. S. Wilson - 1972 - British Journal of Educational Studies 20 (3):350-351.

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