"Education and Discipline" - Critical Summary

Introduction

The essay “Education and Discipline” by the Nobel laureate Bertrand Russell, was first published in his collection of essays titled, In Praise of Idleness, in 1935. Educational theories generally focus on how learning occurs, and they seek to understand, analyse, and prescribe educational practices. 

According to Bertrand Russell, the real purpose of education is civilisation, which includes both individual and social aspects. On the individual front, it consists of intellectual and moral qualities, and, on the moral front, it consists of the virtues of impartiality, kindliness, and self-control. Moreover, civilisation also demands respect for the law, and the intelligent adaptation of means to the ends. If this is the purpose of education, then psychologists should consider how to realise them, and analyse the degree of freedom that is essential to make it more effective.

Three Main Schools of Thought on Freedom

As far as the question of freedom in education is concerned, there are three main schools of thought. The first school of thought says that children should be completely free, however bad they may be. 

The second school of thought says that children should be completely subject to authority.

The third school of thought says that children should be free, but in spite of freedom, they should be always good. According to Russell, complete liberty to the child, ignores the importance of knowledge to the child, and also the positive purpose of education.

At the same time, he also believes that, authoritative education turns the students into timid tyrants, incapable of either claiming or tolerating originality in word or deed. Too much authoritarianism can also lead to over-submissive and timid children or it can also make them rebels. Thus there is danger in both the extremes of liberty and authority.

The Need of the Hour in Education

Hence, what is wanted is neither submissiveness nor rebellion, but good nature and general friendliness both to people and to new ideas. By developing children with “good nature” Russell stresses on the importance of raising students who can be well-adapted and self-content in their later life. This requires a balance between cultivating the child’s individuality and preparing him/her to be a social being.

Educationists all over the world rarely recognise this conflict. While the famous educationist John Dewey overemphasised socialisation, Montessori, overemphasised on individualisation. The more individualised you are, the less socialised you become, and vice versa. But, according to Russell, ideally, individuality and sociality can and should peacefully coexist in the same individual.

Individual and Social function of the Child

Educational theorists should strive to give an education that teaches children to be independent but also carry the wisdom to know how to do this as a social being. Hence, it is important to recognise that being a well-functioning adult requires individual authenticity and an ability to function in society.

Conclusion

To achieve this fine balance, as far as children’s education is concerned, we require teachers who develop spontaneous pleasure in the presence of children, without any ulterior purpose. Unfortunately, it is utterly impossible for over-worked teachers to preserve an instinctive liking for children. 

Hence, education should be undertaken for at most two hours a day by teachers, whose remaining hours should be spent away from children. Spontaneous love for children, produces the right impulse to treat naughty children, and the child feels easy to respond, if they feel that you like them. Hence, Russell concludes by saying that, no rule, however wise, can be a substitute for affection and tact, while dealing with children.

* Special thanks to Kevin Currie Knight, for his five thoughtful inputs on Russell.