Throughout the history of education, punishment – from corporal punishment to detention, suspension and expulsion – has served as a familiar feature of the landscape of schooling. Regrettably, school decision makers sometimes abuse their power in punishing children and some punishments fall short of procedural and substantive justice. This is a source of apprehension for educators and, when punishment goes wrong, it can be a source of resentment for children and parents. While injustices are to be avoided, agreement on what treatment counts as unjust (and why that evaluation is deserved) is harder to find. Normative inquiries into such punishment require careful examination of the rights and responsibilities of teachers and the children in their charge – to say nothing of the necessity for close study of the aims of, and constraints upon, adults’ potential influence over children in response to their behaviours. These issues are made even harder to resolve due to the complexities involved in, inter alia, balancing individual differences with organizational efficiency, accounting for children’s evolving capacities and serving an educational mission within nonideal circumstances. Odd, then, that so little contemporary philosophical work in education addresses this important topic of punishment. While ethical analyses of adult authority over school curriculum are abundant, the question of adult authority over the hard treatment of children is comparatively absent. But this was not always so. Roughly a half century ago, figures like James Marshall (1972, 1975, 1984a, 1984b, 1985, 1989, 1990, 2017a, 2017b), R. S. Peters (1966), John Wilson (1971, 1972, 1977, 1984), Peter Hobson (1986), Richard Smith (1985) and John Kleinig (1972) were in active and generative discussion of the key issues of punishment. Although, inter alios, Joan Goodman (2003, 2006, 2007, 2013), John Covaleskie (1992, 1994, 1995, 1996, 2000) and Ido Weijers (2000) are notable exceptions, it would seem that relatively few scholars have continued this work in recent years. By way of contrast,

中文翻译：

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惩罚教学法：导论

纵观教育历史，惩罚——从体罚到拘留、停学和开除——一直是学校教育的一个常见特征。遗憾的是，学校决策者有时会滥用其惩罚儿童的权力，有些惩罚没有达到程序公正和实质公正。这是教育者担心的来源，当惩罚出错时，可能会引起儿童和家长的不满。虽然应该避免不公正，但很难就什么待遇算作不公正（以及为什么应该进行这种评估）达成一致意见。对这种惩罚的规范调查需要仔细审查教师和他们负责的儿童的权利和责任——更不用说仔细研究惩罚的目的和约束的必要性了，成人对儿童行为的潜在影响。由于在平衡个体差异与组织效率、考虑儿童不断发展的能力以及在非理想情况下服务于教育使命等方面所涉及的复杂性，这些问题变得更加难以解决。奇怪的是，当代教育哲学著作很少涉及惩罚这个重要的话题。虽然对成人对学校课程的权威的伦理分析很丰富，但成人对儿童严酷对待的权威问题却相对缺乏。但情况并非总是如此。大约半个世纪前，像 James Marshall (1972, 1975, 1984a, 1984b, 1985, 1989, 1990, 2017a, 2017b), RS Peters (1966), John Wilson (1971, 19772, 199b) 这样的人物(1986), Richard Smith (1985) 和 John Kleinig (1972) 积极讨论了惩罚的关键问题。尽管 Joan Goodman (2003, 2006, 2007, 2013), John Covaleskie (1992, 1994, 1995, 1996, 2000) 和 Ido Weijers (2000) 是显着的例外，但似乎很少有学者继续近年来工作。相比之下，