Abstract
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.
Highlights
Leerderdissipline is tans ’n akute probleem in Suid-Afrikaanse skole, veral as die aangeleentheid vanuit ’n reformatoriese denkraamwerk benader word
That learner discipline constitutes an acute problem in South African schools is clear from scientific research
The aim of the research underlying this article was to survey the available subject-related literature regarding the issue of learner discipline abroad, and in particular the extent and nature of learner discipline problems, their causes/determinants/correlates, and the effective handling thereof
Summary
That learner discipline constitutes an acute problem in South African schools is clear from scientific research (cf. Oosthuizen, 2001:213237; Geyser & Wolhuter, 2001:94; Magau, 2002; Van Staden, 2003; De Wet, 2003; De Bruin, 2002:6; Zulu, 1999, 2001 ), as well as from the popular media in editorials such as “Discipline cop-out” (Anon., 2002-1:14), reports with headings such as “Primary school sets cops on bullies” (Padayachee, 2002:5) and letters headed “Leerlinge teister onnies” (“Learners harass teachers”) (Anon., 2003:1). As will be indicated below, the problem becomes even more acute when viewed from a reformational principial perspective. A problem exists in the sense that methods used a decade and longer ago can no longer be used in the contemporary socio-political environment that adheres to relatively few Biblical principles, as well as in the sense that teachers seem to be at a loss as to how to address the issue of discipline. The aim of the research underlying this article was to survey the available subject-related literature regarding the issue of learner discipline abroad, and in particular the extent and nature of learner discipline problems, their causes/determinants/correlates, and the effective handling thereof. The guidelines gleaned from the literature survey will be assessed from a reformational frame of reference
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