Idealism and Discipline

Discipline is a part of the question concerning educational methods and some people feel that idealists are in complete opposition to the naturalists for the latter believe in complete freedom while the former insist on discipline. The only grain of truth in this assumption in that idealists stress the value of discipline as part of the educative process, without, in any way, detracting from the importance of freedom and liberty. In fact, idealists interpret discipline as being based on independence and they try to harmonize the two. Rigorous discipline is never accepted by the idealists. Discipline must always take the shape of self-discipline, because only then can it guide the educand along the path of self-realization. Education basically aims at training the child in true independence. It is argued that the child is not independent at birth. This independence is granted to him or acquired by him in the process of education because, in the absence of education, there is no self-realisation, and without self-realization there is no independence. Rousseau believed that the individual was born free but that later on he is bound in chains. On the contrary, Froebel expressed the conviction that man is born in chains, and that he has to steadily win this freedom for himself, for, no one can grant it to him. Independence is not a divine gift, because even God cannot give independence. True independence can be won only by oneself, by one's own acts. Through the medium of education, the individual can break the chains which bind him at birth. The educator must develop in his educands the capability of reasoning and arriving at a decision by the use of which the educand can achieve his own development, naturally and by his own inspiration. Independence lies not in a revolt against the environment but in achieving harmony with it. Hence, the child must be trained for independence in the school. He should be taught to discipline himself and to contribute to the disciplined behaviour of others, besides himself. Through a steady development of this kind, the individual becomes the member of a group of self-disciplined individuals. It can thus be concluded that the idealists do not favour the notion of allowing the child to roam free of any restraint but prefer to guide his freedom. For this reason, the child's activities are controlled in the school. Physical punishment and external restraints are not the methods of achieving this. It is better realized through developing such qualities as self-resignation, obedience, humanity, politeness, etc. Once these qualities are evolved in the individual, he achieves a stage of self-discipline. Froebel denies any importance to any system of punishment. Instead, he believes that it is better to encourage self-control and self-guidance in the child through sympathy. He believes that the child should not be submitted to any external pressure. It is only through discipline that the child can realize the ideals of education, and once it has understood this, it can discipline itself. Idealists, therefore, believe in the efficacy of discipline through influence and impression, not through fear and coercion. But, discipline can be created among the educands only when the educators themselves create and present good models of discipline. Their own conduct and behaviour should be conditioned by a knowledge of the child's interests and inclinations. In their own behaviour, they must present the highest ideal of self-discipline, for only then can any discipline be expected from the educand. Idealists have criticized the establishment of discipline through threats, repression and punishment. They believe that the entire natural, social and spiritual environment in which the child lives should be fashioned in such a way that it should encourage the desire for self-discipline in the child. Plato believed that the child in the school is restrained with the intention that he may be granted greater liberty gradually as he develops higher. As the individual develops to a level of higher responsibility, he should be granted successively more liberty.