a reply to: Night Star
Well that's just it though is it not?
At one point in history, educational establishments were entirely back the other way! Reasonable questions and dissent or rebellion against an over
powerful school administration was stifled along with the more reproachable behaviour in times past, something my mother lived through, and they had
their bullies even then!
So a middle ground needs finding, where effective discipline is used by schools and parents IN TANDEM to effect changes in this trend, and it needs
to start from the ground up.
Here is how the school day ought to run in my opinion, from the age of five upward.
First period: Community, a lesson in which children are taught how to behave in certain circumstances.
Second period: regular lesson
Third period: regular lesson
Fourth period: Community, this lesson discusses things that happened during the monitored break, with any disputes or incidents being noted during
that break, being gone over and guilty parties chastised before the whole class, and victims being offered an opportunity to speak out against
whatever sort of treatment occurred that day.
And the day carries on, where after every break, and just before the end of the day, everyone gets to air their grievances in public, issues are
resolved, and no one will be going home sad because they got hurt and did not get to respond to that injury of feeling or person.
Basically community lessons should be taught from age five until perhaps mid way through the seventh year of a child's formal education. That will
perform two very important tasks. First, it will make sure that the child has all the tools he or she needs for the future, in terms of knowing right
from wrong from a societal point of view. This will mean that as a second, but all important factor, a young adult will have had all the possible
training and instruction possible on that topic, and will never be able to use an excuse like "I didn't know any better, life's been ard mister,
ard it as, cor blimey and all that", for being a total and utter wretch to his or her fellow human beings.
Furthermore, now I think about it, a third function will be performed by such a system. Having explained the manner in which one is meant to comport
oneself to the children, after a certain number of years of tutelage in these things, it should become obvious which children are genuinely prepared
to engage with one another, and develop themselves emotionally and socially, and which are the anti-social face breakers who need a seriously intense
eye keeping on them, both for their own sake, and for the sake of others.