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.
