This article addresses the ethical and motivational dimensions of punishment in schools, focusing on the idea of a just school community. Lawrence Kohlberg’s account of a just school community is examined and systematically revised to reflect advances in psychology and a more adequate conceptualization of justice. A eudaimonic conception of justice is articulated with respect to five distinct dimensions of a just school community. This is informed by Self-determination Theory (SDT) and an account of the basis of educational authority over minor children. The resulting account of a eudaimonically just school community clarifies the limited value of punishments as motivators and the importance of needs-support to enlisting students’ cooperation. It resists the growing reliance on criminal justice responses to student misconduct and holds that discipline and punishment in schools should be diagnostic, educative, restorative, and community building.

中文翻译：

---

公正学校社区的惩罚和激励

本文讨论了学校惩罚的伦理和动机层面，重点关注公正学校社区的理念。劳伦斯·科尔伯格 (Lawrence Kohlberg) 对公正学校社区的描述经过审查和系统修订，以反映心理学的进步和更充分的正义概念。公平的正义概念是关于公正学校社区的五个不同维度的。这是由自决理论 (SDT) 和对未成年子女教育权力基础的说明所决定的。由此产生的关于平等公正的学校社区的描述澄清了作为激励因素的惩罚的有限价值以及需要支持对争取学生合作的重要性。