Coercion and Teaching

Abstract

The question this paper attempts to answer is whether coercion can ever be a method of teaching. After an analysis of the concepts of coercion and teaching, it goes on to argue that coercion can never be a method of “teaching that” or “teaching how to” (i.e. teaching facts or skills) but can on occasion be a method of “teaching to” (where this involves the teaching of habits or dispositions). The latter has implications for moral and social training in early childhood. The only exception to these conclusions arises in the unusual case of teaching about coercion itself where special considerations apply. In general, then, the conclusion is that coercion and teaching are fundamentally distinct processes because they have different aims and only coincide in those cases where the aim of the teacher is simply to produce certain behaviour in the learner regardless of whether this involves knowledge or skill.