Discipline

This article draws on identity construction, emotions and a notion of productive power to address the question of why Swedish policymakers and public opinion are becoming increasingly supportive of NATO membership. It contributes theoretically by arguing that such textual phenomena intertwine with 'disciplinary power', which operates on the bodies of the subjects of power, exposing them to verbal and physical sanctions, a host of complex feelings and enhanced levels of self-disciplining. The article analyses 354 editorials and op-eds related to Sweden and NATO, published in the four biggest Swedish newspapers in 2014-2018; 1408 tweets, with a focus on 14 selected NATO campaigners and their advocacy; and semi-structured interviews with 12 such influencers. It concludes that Swedish NATO campaigners produce and negotiate emotional discourses in a way that targets other influencers and potential influencers by exposing them to ridicule and allegations of treason. While tendencies are similar on both sides of the debate, the article demonstrates that productive power currently intertwines with disciplinary power in a way that makes anti-NATO advocacy seem more fraught with personal risk than pro-NATO campaigning, and joining NATO appear to be the most normal, realistic and responsible policy option.

Critical thinking in psychology has traditionally focused on method-centered tasks such as the assessment of method use, data analysis, and research evidence. Although helpful in some ways, this form of critical thinking fails to provide resources for critically examining the scientific analytic foundation on which it rests and, when used exclusively, prohibits sufficiently critical analysis of theory and research. An alternative view of critical thinking—that emphasizes the identification and evaluation of implicit theoretical assumptions—is advocated. It is suggested that this alternative approach improves on method-centered approaches by addressing not only implicit assumptions but also rule-following concerns. This approach is intended to facilitate innovation and the production of scholarly work in ways that incorporate relational values such as dialogue, care, and respect. Finally, this alternative form of critical thinking is described as a theoretically situated, open, and e...

This article argues for a new kind of country study, now more than ever needed for international understanding. Like an ecosystem, or the human brain, each and every nation-state is a system of systems, a dynamic composite of many interconnected subsystems. So its complexity should be studied accordingly, that is to say, by scientists willing to cooperate and using the latest in system analysis, computer science, and informatics. In order to comprehend the complexity of countries, one-sidedness – no matter its disguise – should be avoided. 'Connect!' is the call on scientists interested in the study of a particular country.

Questions of discipline are, today, no less ubiquitous than when under Foucault’s renowned scrutiny, but what does ‘discipline’ in diverse religious systems actually entail? In this article, we take ‘lenience’ rather than discipline as a starting point and compare its potential, both structural and ideological, in religious contexts where disciplinary flexibility shores up greater encompassing projects of moral perfectionism as opposed to those contexts in which disciplinary flex- ibility is a defining feature in its own right. We argue that lenience provides religious systems with a vital flexibility that is necessary to their reproduction and adaptation to the world. By taking a ‘systems’ perspective on ethnographic discussions of religious worlds, we proffer fresh observations on recent debates within the anthropology of religion on ‘ethics’, ‘failure’, and the nature of religious subjects.

This paper was published in Issues in Education, Volume 3, edited by Professor Brian Farrell, ASTI Educational Journal, 1998. It treats essentially of the interdisciplinary and holistic approach that needs to be taken to questions of authority and discipline in our schools. Its philosophy is that both these inter-related issues must, of necessity, be situated within the context of a holistic philosophy of education that promotes self-development.

Evidence is examined for the repeated claim that published papers with more than one author are, on average, of higher quality than those with a single author. Among published studies it is shown that no clear conclusion can be drawn, though evidence supporting the claim is stronger in astronomy and physics than among the social sciences. An empirical study of 656 papers in four Australian science journals produced negative results. Possible reasons for the differing results, and difficulties in researching the field, are highlighted.

This presentation places online education in a disciplinary context, charting historical, pedagogical, institutional and cultural dimensions of e-learning. The evolution of online academic conferences is of particular relevance. Online education is seen in a broad sense, and as a pan-disciplinary set of meta-skills and knowledge beyond subject matter expertise. After the lecture, the discussion addresses the current emergency remote teaching situation globally, and what new structures are forming for online educator development events and organizations. There is much content in this PDF and links for further reading. Or see the YouTube link to listen to the Zoom recording of the presentation.

In this article I use an auto-ethnographic account of personal Fitbit use to develop the interrelated concepts of body narratives and fit subjectivities. Body narratives are data-informed personal rationalizations we make about the state of our bodies. For example, we can use personal Fitbit data to form a post hoc rationalization to explain aches and pains from being sedentary the day before. The same goes for increased energy from a longer-than-average workout or a negative mood following a low sleep score. Body narratives are further enhanced through gamification, which provides feedback loops for narrative construction, and encouraged through technological nudges built into the device and application. Fit subjectivities emerge as identities that conform to the disciplinary technologies and culture of late capitalism and the neoliberal focus on individualized care for one’s body. Fit subjectivities encourage people to view their body as a portfolio of data points, a digital other, to optimize in the marketplace. Fit subjectivities are also communicated through the new media ecology of late capitalism, such as with the hashtag #fitspo on Instagram, wellness YouTube channels, and corporate wellness programs. Both disciplinary concepts must also be racially contextualized, since ideal bodies often conform to white standards. Ultimately, the ability to qualitatively use the quantitative data of Fitbit and its app is explained as an extension of the project of knowing and disciplining oneself and the digital other. Negotiating this process will characterize the further integration of technology into our bodies under the current regime of late techno-capitalism.

The purpose of this study is to determine how the effect of job training and discipline toward employee performance at Telkom Education Foundation (YPT) either partially or simultaneously at the same time  to find out how much that effect. The method used in this research is survey method, by distributing questionnaires to all YPT employees and equipped with secondary data from both available literature from inside and outside of  YPT. The results using multiple regression analysis shows there is very strong and positive effect of job training toward employee performance of 0.830. Subsequent analysis of the effect of work discipline toward employee performance is also very strong and positive with a coefficient of determination value of 0.728. And when tested it simultanously there is effect of job training and discipline toward employee performance of 85.8%. From those results it couldbe concluded that the training program and work discipline are applied at YPT has been very strong and positive impact toward employee performance.

THE TRIAL COURT,  JUDGE LON E. FARRIS  FROM THE 31ST VIRGINIA JUDICIAL CIRCUIT (JUDGE FARRIS OR TRIAL COURT), ERRED WHEN JUDGE FARRIS APPEARED WITHOUT AUTHORITY ON MARCH 8, 2022, PRESIDED OVER PRETRIAL MATTERS, AND ENTERED AN ORDER TO DISMISS DANIEL'S COMPLAINT WITH PREJUDICE.

IV. THE TRIAL COURT, JUDGE LON E. FARRIS, ERRED IN RULING THAT THE CIRCUIT COURT LACKED SUBJECT MATTER JURISDICTION TO HOLD A JURY TRIAL TO DETERMINE WHETHER THE DEFENDANTS HAD ENGAGED IN MISCONDUCT UNDER THE VIRGINIA SUPREME COURT RULES OF PROFESSIONAL CONDUCT CITED IN THE UNDERLYING CASE ON APPEAL.

Early Mediaeval monastic rules did not only provide outlines for organizing communities, behavioural norms and disciplinary measures but also aimed at controlling, repressing, and fostering emotions. They developed distinct strategies of emotional discipline based on different notions of the nature of emotions and their impact on the pursuit of salvation. I compare the emotional disciplines of three monastic rules: the Rule of Benedict, which became the guiding norm of Mediaeval monastic life; Caesarius of Arles’ Rule for Nuns, the oldest monastic rule written for a female community; and the Regula cuiusdam ad virgines, which responded to Benedict’s and Caesarius’ rules. Benedict’s emotional discipline centered on instilling fear and love and focused on repressing emotions that were harmful to the community and on fostering the motivation to submit to monastic discipline. Caesarius is primarily focused on a permanent spatial separation from the outside world and expected that enclosure and submission to the Rule made negative emotions irrelevant. The author of the Regula cuiusdam ad virgines considered emotions, rather than acts, the ultimate benchmark for attaining salvation and developed a disciplinary program that combined elements of Caesarius’ and Benedict’s rules with an elaborate system of incitement, surveillance and constant disclosure.

Dette kapitel intrdoucerer Michel Foucault som tænker, herunder hans begreb om kritik, institutioner, disciplin, guvernementalitet, diskurs og politisk aktivisme.
Kapitlet er fra: Andersen, H. & Kaspersen, L. B. (2013) Klassisk og moderne samfundsteori. København: Hans Reitzels Forlag.

The authors examine the effects of school bonding on academic achievement (measured by math achievement scores) in a sample of 12th graders from the Educational Longitudinal Study of 2002 (Ingels, Pratt, Rogers, Siegel, & Stutts, 2005). Components of school bonding have proximal and distal effects on academic achievement. Attachment to school and school involvement had direct effects on achievement; attachment to teachers and school commitment behaviors had indirect effects on achievement through school-related delinquency and prior achievement. Implications for counselors are discussed.

Abstract: This program profile presents a model for conflict resolution training and process that goes beyond school-based peer mediation programs. The program includes a formal process for resolving conflicts between parents, students, staff, school and community; a ...

Sobre el capítulo. En Chile, la Educación Especial es definida desde la política como una modalidad educativa, encontrándose por tanto situada, en un contexto exclusivamente pragmático, que restringe e impacta en la formación de profesores. En este marco, el objetivo del presente capítulo es analizar y discutir los cambios que ha experimentado el campo de la educación especial en las últimas décadas y que han incidido en su proceso de transformación. A través de un estudio documental se revisan diversas fuentes que aportan a la discusión del problema. Finalmente se discute si la Educación Especial debe seguir considerándose una modalidad educativa o bien cuenta con el sustento teórico, empírico y epistemológico para declararla una disciplina.

Abstract: This study examined 14 sixth grade teachers' opinions about classroom management, gathering information from an online discussion group conducted during the summer of 1997. Researchers selected and analyzed the teachers' opinions using content analysis according to the tenets of three classroom management theories:(1) the non-interventionist (based on a philosophical and psychological belief system commonly called humanistic or student-centered);(2) the interactionalist (based on both behavior and ...

A major challenge confronting educators in South Africa, in a fashion similar to what occurs in schools throughout the world, is the tension that can arise when they apply learner discipline. On the one hand, The South African Schools Act (SA, 1996b, section 8) and the Guidelines for the Consideration of Governing Bodies in Adopting a Code of Conduct for Learners (SA, 1998) recognise the authority of educators to control learner behaviour in order to maintain safe and orderly learning environments. On the other hand, in a culture that arguably places too much emphasis on the rights of learners (Rossouw, 2004:50; Carstens, 2007:17), the same South African Constitution (SA,1996a) and national laws (National Education Policy Act, 1996c; South African Schools Act, 1996b) confer a variety of rights on learners. In light of this simmering conflict, this article is divided into four sections. The first section examines the rights of learners while the second part reviews the powers and duties of educators and governing bodies to maintain safe and orderly learning environments. The third section reviews the boundaries of permissible discipline. The fourth and final substantive section offers practical guidelines for educators and governing bodies.

Bu araştırmanın amacı, öğretmenlerin sınıflarında kullandıkları disiplin modellerini farklı değişkenler (Cinsiyet, yaş, kıdem, medeni durum, formasyon, hizmetiçi eğitime katılma durumu, öğretmenlerin aldıkları ödüller, öğretmenlerin işdoyumu, öğrenci başarı düzeyi ve öğretmenlerin görev yaptıkları eğitim kademesi) açısından incelemektir. Araştırmada, “Öğretmen Disiplin Modelleri Anketi” kullanıldı. Anketin geçerlilik ve güvenirliği yapıldı.. Araştırma anketi, öğretmenlere uygulandı. Araştırmada, t-testi, Kruskall Wallis H-testi, Tek yönlü varyans analizi, Mann Whitney U - testi hesaplandı. Araştırma sonucunda, kadın öğretmenlerin daha çok Öğretmen etkisiz eğitim, Davranış değişikliği ve Akıl-sonuç modelini kullandıkları; evli, yaşlı ve kıdemli öğretmenlerin daha fazla Canter modelini tercih ettikleri; formasyon ve hizmetiçi eğitim yoluyla sınıf yönetimi dersi alanlarla almayanların disiplin modellerini tercih etmeleri arasında hiçbir farklılığın bulunmadığı; teşekkür alan öğretmenlerin Kounin modelini kullandıkları; işdoyumu yüksek olan öğretmenlerin daha çok Canter ve Glasser modellerini kullandıkları; öğrencilerin başarı düzeylerinin, öğretmenlerin disiplin modellerini seçmelerinde etkili olmadığı; ilköğretim birinci kademe öğretmenlerinin daha çok Glasser modelini tercih ettikleri saptanmıştır.

This is a book about a great man, an unbeaten boxing coach who in his lifetime nurtured three heavyweight world champions—a feat no one is capable of repeating nowadays. Cus D’Amato - the book is about him. The legend whose triumph is absolute, and requires no unnecessary comment and third-party consent. Here is a complete guide to the skill and tools needed to get a fundamental insight of D’Amato’s system, psychology and philosophy. This book will be useful for anybody who is striving for self-perfection and seeking an effective lifestyle methodology of a champion, not only in boxing. Cus D’Amato didn’t become phenomenal at birth. He used to say that a human being is not born as the finest, but he becomes truly outstanding through persistent and heavy work! This book is the crowning jewel of Oleg Maltsev’s 20 years of research, a shining piece of collaboration created in New York together with a disciple of the legendary Cus: Tom Patti.

Corporal punishment of children by teachers and coaches is a widespread practice known in many countries, but especially in Japan in spite of its legal prohibition there, where it has become a front-page issue involving Olympic athletes. Miller explores this issue historically as well as in contemporary practices.  He also analyzes the ways in which various discourses regarding disciplinary actions have shaped Japanese understandings of their “educational reality.” To understand this phenomenon, Miller rejects Ruth Benedict’s culturalist theory and instead, places it in the context of Michel Foucault’s theory of violence and power. It is an incisive analysis of a complex issue.

- Harumi Befu, Professor emeritus, Stanford University

An intriguing and well-written analysis on molding character in Japanese schools and sports through the widespread use of corporal punishment.  Miller frames his discussions in contexts of Japanese cultural ideals about discipline, toughness, and self-improvement, as well as in Japanese perceptions of such forms of discipline as something uniquely Japanese.  This book is an important contribution to understanding the social and cultural dynamics of core institutions in contemporary Japan.

- Theodore C. Bestor, Harvard University


Corporal punishment as a discipline of pain and an abuse of adult authority is a troubling presence in Japanese classrooms and sports fields. This is an insightful and wide-ranging analysis that overturns simple judgments with a nuanced exploration of the historical development, sociocultural locations, and heated national discourse on corporal punishment in modern Japan. It is a significant contribution to our understanding of Japanese education and sports, and it is an original anthropological perspective on how we might theorize power in Japanese society.

- William W. Kelly, Yale University


DISCOURSES OF DISCIPLINE: An Anthropology of Corporal Punishment in Japan’s Schools and Sports. Japan Research Monograph, 17. By Aaron L. Miller. Berkeley: Institute of East Asian Studies, University of California, 2013. xiii, 245 pp. (Figures, tables.) US$25.00, paper. ISBN 978-1-55729-105-9.
At the beginning of 2013 two separate stories regarding corporal punishment (taibatsu) in sport led the Japanese media headlines. The first involved the suicide of a high school student and captain of the basketball team, allegedly in response to being subjected to relentless and excessive physical punishment at the hands of the team’s 47-year-old coach, who was also a teacher at the school. The second involved 15 female judoka or judo athletes, including competitors from the London Olympics, who filed a collective letter of complaint to the Japanese Olympic committee against two coaches for using excessive physical violence and power harassment. The minister for Education, Culture, Sport, Science and Technology, Shimomura Hakubun, described the situation around these scandals as the “biggest crisis in Japan’s sport history,” stating that it was “necessary for Japan to clearly demonstrate it has eliminated violence from the sports world with its own self-cleansing functions” (Yomiuri, Feb 6, 2013).
The case of corporal punishment in Japanese sport is rendered even more unusual by the fact that it has been banned from educational settings first in 1879, and continuously since 1941. So how and why does corporal punishment persist in schools and sports clubs across Japan? This is the question Aaron Miller sets out to answer in his excellent book Discourses of Discipline. Based on long-term participant observation fieldwork in a university basketball club, grounded further in his experiences of teaching in Japanese schools and working in higher education, and drawing on extensive historical data, Miller has produced a rich and informative analysis of the practices and meanings of corporal punishment in the Japanese context. With a good degree of critical reflexivity, and adopting an anthropological approach to the question, Miller offers an interpretation, rather than an explanation, of corporal punishment, and in so doing avoids the traps of essentialism and cultural comparison.
As the book develops it is clear that the more one tries to understand and define taibatsu the more ambiguous and slippery it becomes. Indeed its origins appear to be a Japanese response to the modernization and engagement with foreign education systems rather than an indigenous concept. Prior to the Meiji Restoration taibatsu was not part of the educational vocabulary and, whilst there were forms of physical punishments in both temple and samurai schools during the Edo period, it is argued that the preference in these settings was for non-violent forms of sanction. Considering the central role of the samurai class in Meiji educational reform, and especially in the establishment of sports clubs in education, it seems likely that corporal punishment would have been absent from educational practice.
From this point onwards Miller provides an extensive historical and ethical contextualization of the practice of corporal punishment in education. He positions corporal punishment within a broader language of disciplining techniques and in doing so highlights the diversity of pedagogical styles at work in Japanese sports, from authoritarian (“bushido”) to liberal (“scientific”) coaches. It is here that the real strength of this book comes through as Miller considers the various cultural explanations for the use of corporal punishment. He addresses the scope of “uniquely” Japanese (samurai ethos, groupism, ascetic practice, character building, etc.) reasons for the continuing practice of corporal punishment and then proceeds to expose such approaches as limited in empirical evidence, being generalizations, and indeed characteristics of sports in many other cultural contexts.
In countering the various nihonjinron explanations of corporal punishment Miller utilizes the work of Michel Foucault to pose an alternative point of view. Corporal punishment is a discourse: linguistic, legal, symbolic and physical. As such it is a power relation that works through the subjectification of the individual bodies it interacts with. Understanding corporal punishment as a form of “bio-power” is effective in explaining, for example, why those who are victims of corporal punishment often do not recognize that they are victims (and may even come to be grateful for their beatings), or how others come to internalize the demands of coaches and adapt their behaviour accordingly.
As promised in the beginning, this book does not pose a solution for the corporal punishment problem. What it does is present a thorough contextualization and rethinking of the issue and in doing so paves the way for others to find the answers. In this sense the book offers policy makers, educators and coaches a way to reconsider corporal punishment and perhaps, as the minister suggests, facilitate Japanese sports’ “self-cleansing functions.” It would be essential reading for anyone interested in Japanese sport and, considering other issues and problems (bullying, school refusal, and drop-out) faced in Japanese education, a way of examining various problematic relationships of power. Finally this book exposes the culturalist shortcomings in explaining violence in a given society. One would contend that this approach could be adapted to other settings and situations where violence becomes institutionalized.
Brent McDonald, Victoria University, Melbourne, Australia