Discipline Essay

Foucault is best remembered for his historical inquiries into the origins of “disciplinary” society in a period extending from the 16th to the 19th centuries. Today, however, under the conditions of global modernity, the relevance of his contribution is often called into question. With the increasing ubiquity of markets, the break up of centralized states and the dissolution of national boundaries, the world today seems far removed from the bounded, disciplinary societies Foucault described in his

Foucault's "Discipline and Punish" and "Power and Sex" Every great architect is - necessarily - a great poet. He must be a great original interpreter of his time, his day, his age- Frank Lloyd Wright Darkness is meant to conceal, light is meant to expose, and there is power intrinsically imbued in both of these. Murderers hide in the dark, waiting for their victims, and the atrocities of different countries are hidden in history and official memos and propaganda. At the same time,

Childhood Discipline: Then and Now African American vs. White American PSY 4030 Channcey Ruffin What is the definition of discipline and abuse? What does it mean to discipline you child? Where is the line drawn between discipline and abuse? Why do we spank or not spank our children? Culturally where did this form of discipline come from? These are questions that I have always wondered along with many others, and they will be answered with in this paper from the view point of cultural

may accompany the thought of constant, omnipresent observation. Although the words “power” and “discipline” frequently come with an adverse connotation of punishment and repression, they actually possess multiple productive uses in a variety of social institutions and relations. In Michel Foucault’s Discipline & Punish, he discusses the nature of power in society: how it can not only be used for discipline, but also potentially implemented as a productive influence. Foucault did not view power as a

Michel Foucault states in Discipline and Punishment that “the Panopticon is a marvelous machine which, whatever use one may wish to put it to, produces homogeneous effects of power” (Foucault 188). Examining the evolution, physical characteristics, and psychological effects of the Panopticon allows one to understand the mechanism by which the Panopticon produces power. Most inventions develop through an evolutionary process while attempting to improve a situation or solve a problem. Often, a

Discipline is an act by which children learn standards of acceptable behavior and repercussions that they can apply towards greater independence. Although verbal discipline is generally recognized as being more appropriate for children, it may also carry emotionally damaging effects if practiced irresponsibly. Physical discipline is seen to be an unacceptable solution, because of the physical and emotional risks to the child. The goal of effective discipline is to ensure acceptable and appropriate

When Does Discipline Cross the Line to Child Abuse? In this report, I concentrated my research on the fine line between physical discipline and child abuse, with emphasis on spanking vs. not spanking and its effects on children. Included are research from statistics, opposing views and arguments, advocates’ and Department of Children and Families’ position. The use of corporal punishment, or spanking, as a form of parental discipline is a controversial topic. Adults who remember being spanking

Parents act as the first teachers in a child's life. Both mothers and fathers can have very unique influences on their children. Mothers and fathers parent differently, however, both maternal and paternal figures are essential in healthy development. Together both parents teach their children many things including how to eat, walk, talk and underlying emotions such as love, trust and happiness. Oppositely parents may also teach their kids, often unknowing of the effects they are causing, distrust

Discipline is one of the most important elements of classroom management. Although there are numerous discipline models proposed for classroom management, the purpose in all of these models is to achieve effective education and training (Habacı, Tanrıkulu, Atıcı, Ürker & Adıgüzelli, 2013). There are differences between teachers in terms of understanding discipline. For example while one teacher may believe that a behaviour is considered to be undisciplined, according to another teacher it is not

relationship between discipline and obedience from a Montessori perspective, it would be useful define and compare the more common explanations of these terms with the interpretations of Maria Montessori. The development of the child within the Montessori setting and in particular the maturational development of discipline, obedience and the will shall then be discussed. In so doing, a very close and almost symbiotic relationship between all three will become apparent. Discipline is commonly thought