Evaluation argument on corporal punishment in schools. - A-Level Sociology - Marked by Teachers.com Essay






Corporal punishment in Singaporean Schools


Schools are the social organizations which can be typically concerned with the part of this transfer of knowledge besides other aspects of tradition to future generations. Knowledge may include skills and mannerisms that enable individuals to operate in culture. As a social institution, the institution carries out the function of developing an all rounded person the welfare associated with the society (Lwo and Yuan 138). The functionality of people involves their social induction that consequently involves the instillation of virtues your culture cherishes. Besides, it also involves the condemnation of vices that the culture perceives as detrimental. Violence is one of the vices condemned across diverse countries. The institution as a social organization is expected to teach individuals who later co-exist in a society free of violence.

In schools, instructors play the functions of both mentors and educators to kids. Consequently, they become disciplinarians to young ones, a function that often puts them at loggerheads aided by the virtues they promote (UNICEF 2012). Teachers have actually a few options in the instillation of discipline to make sure effective class room administration (Lwo and Yuan 138). Corporal punishment is one of the choices commonly used into the college arranged. Based on Lwo and Yuan (138), corporal punishment the most controversial approaches in enforcement of control. Corporal punishment is controversial not only in schools, and in correctional facilities. This essay argues that the use of corporal punishment in Singapore is deleterious when one considers its negative impacts inside learning environment. Corporal punishment causes destructive emotional and psychological pain on kids. Besides, the training shows kids that the utilization of violence is an option they can choose within the solution of particular issues.

Negative impacts of corporal punishment within the school create

Corporal punishment involves the infliction of discomfort regarding the offender as a retribution for his/her offense. Into the college put up, corporal punishment involves the usage of physical force that promises to inflict pain on kid for purposes of correcting the child’s behavior. The banning of corporal punishment on kiddies were only available in Sweden in 1979 (Lwo and Yuan 138). Since then, many countries throughout the world have actually followed suit into the illegalization of corporal punishment in schools. The ban is premised regarding the proven fact that corporal punishment is inhumane and it has negative effects on learning. Scholars and educationists argue that corporal punishment provides no academic function and therefore does not have rational reason (Human Rights Watch 2010).

With regard to practicality, corporal punishment cannot foster a productive learning environment. Research shows that corporal punishment isn't only inadequate but is additionally related to negative learning results (University of Toronto 2011). The meaning of corporal punishment is based on the intention of infliction of pain. The presumption is the educator and the offender hold a common view of what comprises unpleasant. Unfortunately, learning doesn't thrive in an environment of discomfort since it requires emotional security for effective learning to happen. Corporal punishment is premised regarding idea it predisposes offenders to shame and disgrace (Lwo and Yuan 140). This will be regrettable since the student feels that the punishment is meted as an expression of negative intention associated with teacher towards the offender. This perception of this negative intention towards the student produces emotional uncertainty that distracts the student from effective learning. Terminologies such as unpleasantness, pity and disgrace make a powerful learning environment, and are also all associated with corporal punishment.

Some scholars describe corporal punishment as an assault that requires an attack on a child’s self and that such a child cannot defend him/herself from this. Consequently there clearly was a disagreement that such kids cannot regain their dignity when confronted with corporal punishment (University of Toronto 2011). The result is this produces resentment towards educators as children avoid open communication with educators. Education involves the passage through of knowledge between teachers and learners. Research shows that the success of the workout is pegged to the presence of an open environment that facilitates free interaction between teachers and pupils within the lack of fear. According to Lwo and Yuan (140), corporal punishment impairs the relationships between children and caretakers and consequently decreases communication between the parties. This not enough interaction produces an ineffective learning environment.

From an ethical perspective, corporal punishment involves the infliction of discomfort that results in emotional and mental effects regarding son or daughter. These impacts are mostly unpleasant and discover the socialization associated with the youngster. In accordance with Lwo and Yuan (140), corporal punishment has undesirable negative effects like the attainment of reduced grades, and cultivation of a culture of fear that leads to operating from college. Fear is one of the underestimated effects of corporal punishment (UNICEF 2012). It goes quite a distance into the socialization associated with the child additionally the general growth of personality. Corporal punishment results in concern with the teacher, fear of concern with the college as an institution, anxiety about humiliation and helplessness. The effect is heightened fear elevates anxiety and continuously affects the emotional development of the kid.

It's argued that corporal punishment predisposes children to antisocial behavior (Gershoff 38). This results from their experience of emotional and psychological trauma that accompanies corporal punishment. In accordance with Lwo and Yuan (140), corporal punishment cultivates antisocial behavior across children from different racial and socio-economic backgrounds regardless of intellectual stimulation and help. The concern is adults whom receive corporal punishment within their formative years tend to be more prone to despair and physical violence. The constant practice of corporal punishment robs the little one off the sense of self worth plus self respect, hence leads to withdrawal and aggression. Corporal punishment increases the danger of kiddies experience of punishment. Research shows that young ones who receive spanking frequently have increased chances of playing unwelcome actions. These are typically almost certainly going to cheat, lie or practice disobedience, and therefore show less remorse for misconduct. In accordance with Gershoff (39), corporal punishment is associated with an increase in aggression in Singapore. The emotional and emotional impacts result in bad academic performance in schools.

The practice of corporal punishment indirectly teaches kids that physical violence is a solution to problems. Society shuns physical violence yet corporal punishment involves the propagation of these violence on children. Corporal punishment receives criticism for the stimulation of physical violence, violence, in addition to, bullying and crime in culture. In accordance with Lwo and Yuan (138), corporal punishment additionally leads to a rise in emotional disorders, and intimate abnormalities. The infliction of discomfort to offenders is meant to hurt rather than injury. Unfortuitously, corporal punishment is replete with situations of real harm, injuries and endangers the fitness of young ones (Human Rights Watch 2010).

Besides putting the life of kiddies at an increased risk, corporal punishment indirectly cultivates violent behavior in culture. Lwo and Yuan (141) argue that kids confronted with corporal punishment end up as violent adults and assault their children and partners. Corporal punishment delivers the message that violence is a feasible choice for the solution of problems. This deleterious effect of corporal punishment negates the purpose that punishment.


There has been debate on the effectiveness of corporal punishment into the correction of misconduct in schools. The practice is rooted in traditions that emphasize that sparing the rod spoils the child. However, the practice of corporal punishment in Singapore has deleterious results considering that the workout results in discomfort, fear and anxiety that disrupt the learning environment. Corporal punishment causes fear of instructors as well as the college as a whole hence spoils interaction between learners and teachers. Consequently, it leads to school dropouts as kiddies avoid school for anxiety about punishments.

Corporal punishment leads to emotional and psychological impacts that yield anti social behavior. Research shows so it predisposes young ones to depression and physical violence within their latter years. Consequently, it shows them that violence is an option into the solution of dilemmas. This will make corporal punishment an ineffective corrective approach in Singaporean schools.

Functions Cited

Gershoff, Elizabeth T. “More damage than good: A summary of scientific research on intended and unintended effects of corporal punishment on young ones.” Law and modern dilemmas 73.2(2010): 31-56.

Human Rights Watch. “Corporal Punishment in Schools and its own Effect on Academic Success” Joint HRW/ACLU Statement. (2010). Viewed 18 Nov. 2012, from, <http://www.hrw.org/news/2010/04/14/corporal-punishment-schools-and-its-effect-academic-success-joint-hrwaclu-statement>

Lwo, Laurence L., and Yuan, You-Shi. “Teachers' Perceptions and issues on the Banning of Corporal Punishment and Its alternate Disciplines.” Education and Urban community 43.2(2011): 137-164.

UNICEF. Singapore. (2012). Viewed 18 Nov. 2012, from, <http://www.endcorporalpunishment.org/pages/progress/reports/singapore.html>

University of Toronto. «Corporal punishment might have long-term adverse effects on children's intelligence.» ScienceDaily, 26 Jul. 2011. Internet. 18 Nov. 2012.

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