Relay-Version: version B 2.10 5/3/83; site utzoo.UUCP Posting-Version: $Revision: 1.6.2.16 $; site inmet.UUCP Path: utzoo!watmath!clyde!burl!ulysses!gamma!epsilon!zeta!sabre!petrus!bellcore!decvax!genrad!panda!talcott!harvard!bbnccv!inmet!janw From: janw@inmet.UUCP Newsgroups: net.politics Subject: Re: Re: corporal punishment in schools ( Message-ID: <7800422@inmet.UUCP> Date: Sun, 1-Sep-85 12:04:00 EDT Article-I.D.: inmet.7800422 Posted: Sun Sep 1 12:04:00 1985 Date-Received: Thu, 5-Sep-85 00:53:15 EDT References: <1075@sphinx.UUCP> Lines: 40 Nf-ID: #R:sphinx:-107500:inmet:7800422:000:1803 Nf-From: inmet!janw Sep 1 12:04:00 1985 > A spanking is a type of beating which is designed to cause temporary > pain and humiliation. Aye, there's the rub: *pain* is temporary, but *humiliation* can last and even grow. (Compare with the discussion on rape in net.women.) The way a given child reacts to humiliation is quite unpredictable. Some hate their parents or educators through adulthood. Some later become eager disciplinarians themselves. Others develop sheeplike obedience, their spirit broken. Many grow up perfectly all right, as in the quoted example. But humiliation (not just beating) is simply too dangerous a tool of getting obedience. > With these two examples of how to raise children to choose from, I > know who *I* plan to emulate if I ever have children of my own. > Jeff Sonntag ihnp4!mhuxt!js2j Two examples are not much of a base for induction. I've seen per- fect little monsters who were regularly beaten (and seemed to ask for it) and well-disciplined kids who never were. The other way, too, of course. But I would argue that a teacher, or parent, who is good enough to be trusted with beating children, is good enough to do without it. Can't you *outsmart* a little kid ? Consider two *massive* examples. One is children playing between themselves. One (usually an older kid) is the leader, and *obedi- ence is often perfect*, even though it is not enforced by beat- ings (oh, fights happen, but that's not their function). The in- centive for obedience is *for the game to go on*. Why can't we parents do the same? (And don't tell me life is not a game 'cos it is :-)). The second example is the whole of Japan. I'm afraid I have no first-hand knowledge, but from what I've read the children are never beaten, and are, by Western standards, unbelievably well- behaved. Jan Wasilewsky