Corporal Punishment as a Means of Education? Patterns of Interpretation in the German Educational Discourse in the First Half of the 19th Century

Bibliographic Data

ID12999652
AuthorsCarsten Heinze (0009-0000-7676-3301, University of Education, corresponding author), Kristin Heinze
Year2013
Volume2
Issue1
Pages47-77
Publication date2013-02-15
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSocial and Education History (JOURNAL)
Journal identifiersISSN: 2014-3567 • E-ISSN: 2014-3567
PublisherHipatia Press (PUBLISHER • ES)
DOI10.4471/hse.2013.03
OpenAlexW1856913701
LanguageEN
References cited5

In the last third of the 18th century, in the context of a general discursive reference to the child ́s nature as a child and its naturalness there were attempts at making educational punishment more humane. Notwithstanding the critical debate on so called barbarious punishment, going as far as to a “campaign against stick and birch” (Möller), after all corporal punishment was not fundamentally questioned. Also suggestions in this respect did not push through in the discourse. This contribution is meant to explain the reasons for this, with the following central thesis: In the first half of the 19th century the debate on corporal punishment produced a contradicting context of justification - out of love for the child and in view of its future social activities, it was said, in case of inappropriate behaviour a child must indeed be punished, because although being capable of reason it is at first, like an animal, only open for sensory stimuli

Context (archaeology · Corporal punishment · Criminology · German · Interpretation (philosophy · Linguistics · Naturalness · Punishment (psychology · Sociology · European history and politics · European Political History Analysis · German Literature and Culture Studies · History · Philosophy · Psychology · Social Psychology

Tools

Open DOIOpen Access