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Spare the Rod

Punishment and the Moral Community of Schools

Spare the Rod

Punishment and the Moral Community of Schools

Spare the Rod argues against how school discipline is increasingly integrated with prisons and policing, instead they argue for an approach to that aligns with the moral community that schools could and should be.

In Spare the Rod, historian Campbell F. Scribner and philosopher Bryan R. Warnick investigate the history and philosophy of America’s punishment and discipline practices in schools. To delve into this controversial subject, they first ask questions of meaning. How have concepts of discipline and punishment in schools changed over time? What purposes are they supposed to serve? And what can they tell us about our assumptions about education? They then explore the justifications. Are public school educators ever justified in punishing or disciplining students? Are discipline and punishment necessary for students’ moral education, or do they fundamentally have no place in education at all? If some form of punishment is justified in schools, what ethical guidelines should be followed? 

The authors argue that as schools have grown increasingly bureaucratic over the last century, formalizing disciplinary systems and shifting from physical punishments to forms of spatial or structural punishment such as in-school suspension, school discipline has not only come to resemble the operation of prisons or policing, but has grown increasingly integrated with those institutions. These changes and structures are responsible for the school-to-prison pipeline. They show that these shifts disregard the unique status of schools as spaces of moral growth and community oversight, and are incompatible with the developmental environment of education.  What we need, they argue, is an approach to discipline and punishment that fits with the sort of moral community that schools could and should be. 

Reviews

Spare the Rod offers a sweeping overview of how and why we have punished in school, and the authors make a compelling and practical case for how we can do better.”

Judith Kafka, Baruch College

“School punishment is an attempt to get young people to behave according to social norms and values. This sharp and engaging book offers a history of how we try, and fail, to do so fairly, as well as a path toward more effective and just ways of building moral community. An essential read for teachers and researchers who care about democracy and justice, and about making them possible in school.”

Sigal Ben-Porath, University of Pennsylvania

Table of Contents

Introduction: Perspectives on School Punishment

Chapter 1: Punishment: Its Meaning and Justification

Chapter 2: Punishment in Early American Schools

Chapter 3: Punishment, Bureaucracy, and Demoralization

Chapter 4: Punishment and the Moral Community of Schools

Conclusion: Punishment, Properly Conceived

Acknowledgments

Notes

Bibliography

Index

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