On Learning from the Consequences of One's Actions

Abstract

The view that in matters of personal conduct the young should be exposed to and expected to learn from the consequences of their actions has been part of our pedagogical folklore for a long time. One finds seminal discussions of this issue in the writings of Rousseau [i], Spencer [2] and others [3]. In our times this idea has been revived and variously interpreted by educators and others who have diverse and seemingly incompatible views of human behaviour. Some of these authors have attempted to refine their talk about consequences by dividing them into arbitrary, logical and natural consequences. Some contrast consequences with punishment, while others see them as forms of punishment [4]. The aim of this paper is to trace the development of these ideas of Rousseau and Spencer to their current versions, in order to determine their compatibility and, more importantly, their educational legitimacy and usefulness. It is not clear, for example, whether the use of consequences is recommended mainly for its presumed effectiveness in controlling the behaviour of the young or because, in comparison with others, it is a more appropriate method of moral education.