Learner discipline at school: A comparative educational perspective

Abstract

Learner discipline at school: a comparative educational perspective Learner discipline constitutes an acute problem in South African schools, especially if it is approached within a Reformational frame of reference. The aim of the research underlying this article was to survey the available subject-related literature on school discipline abroad. The available published research results are largely limited to the United States of America, the United Kingdom and Australia. In these three countries learner discipline in schools constitutes a problem, although it seems to be only relatively minor forms of misbehaviour that dominate. Serious forms of misbehaviour, such as criminal offences are rare. The causes/determinants/correlates of learner-discipline problems can be grouped into five categories: learner-related factors, teacher-related factors, school-related factors, parent-related factors and society-related factors. This discussion draws suggestions from available subject-related literature as to how the discipline issue in schools should be approached. The conclusion is, however, reached that, while worthwhile guidelines can indeed be drawn from available subject-related literature for the correction of deviant behaviour, reference is unfortunately never made to the need of learners to be guided and to be enabled to become followers (disciples) of Jesus Christ in the profound sense of the word, especially in a world that does not adhere to Biblical values. True disciples tend to lead disciplined, well-behaved and intentional lives in His service and to His glory. In conclusion, the role of (Christian) religion and of values based on religious conviction in the creation of healthy school discipline is explicated. Learner discipline at school: A comparative educational perspective 5 2 2 Koers 68(4) 2003:521-538 Opsomming Leerderdissipline in skole: 'n vergelykend-opvoedkundige perspektief Leerderdissipline is tans 'n akute probleem in Suid-Afrikaanse skole, veral as die aangeleentheid vanuit 'n reformatoriese denkraamwerk benader word. Die doel van die navorsing wat as grondslag vir hierdie artikel dien, was om die beskikbare vakliteratuur oor leerderdissipline in skole in die buiteland in oënskou te neem. Die beskikbare vak-literatuur is hoofsaaklik beperk tot die Verenigde State van Amerika, die Verenigde Koninkryk en Australië. In al drie dié lande is leerder-dissipline 'n probleem, alhoewel dit voorkom of dit slegs geringe vorms van wangedrag is wat die toneel oorheers. Ernstige vorms van wangedrag, byvoorbeeld misdaad, kom selde voor. Die oorsake/ korrelate van leerderdissipline kan in vyf kategorieë gegroepeer word: leerderverwante faktore, opvoederverwante faktore, skoolverwante faktore, ouerverwante faktore en samelewingverwante faktore. Rig-lyne word uit die literatuuroorsig afgelei met betrekking tot die hantering van leerderdissipline in skole. Die gevolgtrekking word gemaak dat, hoewel nuttige riglyne vir die hantering van afwykende gedrag inderdaad uit die vakliteratuur afgelei kan word, daar ongelukkig nooit enige verwysings is na die behoefte van leerders om gelei en in staat gestel te word om ware dienaars en volgelinge (dissipels) van Jesus Christus te kan word in 'n samelewing wat nie Bybelse waardes aanhang nie. Slegs ware dissipels neig om 'n gedissiplineerde en doelgerigte lewe in diens van Jesus Christus en tot sy eer te lei. Ten slotte word die rol van (die Christelike) godsdiens en van 'n waardestelsel wat gefundeer is in 'n religieuse oortuiging verduidelik met die oog op die skep van gesonde skooldissipline.