The role of discipline in education

The role of discipline in education

Mustafaeva D.A., Student of English Philology, Uzbekistan State World Languages University, Tashkent

ABSTRACT

Today, it is increasingly possible to hear that the cause of all the problems associated with teenagers, children and students lies in poor upbringing. Are the accusations against parents that claim that they are to blame for most of the controversial issues and problems in the education of today's younger generation justified? It is difficult to find evidence of this. The formation of a person occurs as a result of his upbringing, discipline, with the direct influence of peers, others and the media. After all, in today's world, the younger generation should be able to link education and discipline at the same time. In this controversial moment, I considered my own research that helped me to understand this problem.

Keywords: Discipline, Education, Punishment, Institutions, Responsibility, Indiscipline

INTRODUCTION

What is discipline?

Educational discipline is a system of rules, behavioral strategies and punishments that correspond to the regulation of the behavior of children and students and the maintenance of order in schools and universities. Its goal is to create a safe and favorable environment for learning in an educational institution.

The academic discipline outlines two main goals: 

1) ensure the safety of staff and students, as well as 

2) create an environment conducive to learning.

Discipline is an educational process aimed at helping students develop good character and self-control. Disciplinary measures help them realize the consequences of their inappropriate actions and wrong choices and take responsibility for not repeating their mistakes.

The word “discipline“ comes from the Latin root ”disciples", meaning "student" or "disciple". Naturally, the problem of discipline was to bring the behavior of students in line with the ideas and standards of the teacher. The student had to develop qualities such as obedience and plasticity in himself, so that the teacher could imprint his individuality in them and form them in his own image and likeness. This was the concept of the relationship between students and teachers all over the world. Its modern concept is very broad and inclusive. He does not recognize the difference between mental and moral behavior for the purpose of control, now, in fact, or for any other purpose.

LITERATURE REVIEW

Is discipline and punishment the same thing?

Many confuse discipline with punishment. How then is discipline different from punishment? Based on the work of Hurst and Peters (1975), discipline is following the rules inherent in this activity. Punishment, on the contrary,- this is what happens when the rules governing a particular activity are not followed. That is, Durkheim (1961) reasoned that the only reason for the use of punishments in education is to strengthen discipline. These two processes are not the same. As Hurst and Peters put it, punishment is "conceptually different from discipline" (1975, p. 128) firstly, punishment involves pain and trouble, the second can be inflicted by someone with authority, and the third punishment is applied to someone who has violated the rules.

Discipline, on the contrary, does not necessarily have to be painful or come from the one with the power. The fact here is not that First & Peters and Durkheim are completely right about the relationship between discipline and punishment, and Foucault is completely wrong. Instead, it is argued that while discipline and punishment may be interrelated, they are not equivalent. Although Immanuel Kant is best known for his moral philosophy, he also lectured by education (2003). In his lectures, he reflected very deeply on the relevance of the discipline in education. He was the first philosopher to do this. Kant reasoned that discipline is a necessary, but not a negative part of moral education. Negative in the sense that it involves the containment and re-education of the natural wild instincts and disobedience of the child. Although discipline is only a negative precursor to formal learning, Kant nevertheless considered discipline to be a vital first phase of education. Indeed, Kant believed that mistakes in early discipline could never be overcome.

Discipline is a necessity, because it is a process by which young people get acquainted with the laws of humanity. Familiarity with the laws of humanity helps young people to get rid of their uncontrollable wild ego and become more human. He said that discipline in education should include following the rules, routine and, perhaps most importantly of all, instilling a sense of duty. Children, according to him, "should not be full of feelings, but they should be full of the idea of duty" (Kant, 2003, p. 104). At first, children only need to obediently obey the school rules." They had to set the time for work, sleep and play. However, later, Kant considered it vital that children learn to think independently. Indeed, for Kant it was the end of education – student autonomy. Discipline in education is a necessary first step in the process of teaching children to think independently and treat others with dignity, where discipline largely depends on children's compliance with the rules.

METHODOLOGY

To conduct research I carried out a questionnaire on the google.forms online platform. The survey consisted of 12 multiple choice in ratio scale form questions. The survey involved 44 students aged 16-22 of the State University of World Languages of Uzbekistan  and the Samarkand State Institute of Foreign Languages.

RESEARCH ANALYSIS AND DISCUSSION