Victory attained by violence is tantamount to a defeat, for it is momentary.
Physical punishment is part of our puritan heritage. Even the most kind-hearted of people, when influenced by this dogmatic set of beliefs, have been known to say something like the following: In my day they would have gotten a good beating.
That would have straightened them up. These days even though physical punishment is not used and can no longer be used in most schools Gandhis change essay the western world, this ingrained set of Gandhis change essay tends to ensure that many people parents teachers and administrators still feel there was something very good about physical punishment that has been lost.
They point to bad behavior of children today and assume that not only did this not happen in the past, but it did not because kids where physically punished.
They assume that lack of punishment is what causes, as they say, kids today to run wild, and that the reintroduction of physical punishment would fix the problem. In the following we will show that punishment, and especially physical punishment, is ineffective in changing bad behavior to good behavior, and actually destructive in encouraging good morals.
Aggression and antisocial behavior. Antisocial behavior often comes about as part of aggression which is our primitive mechanism for dealing with perceived threats. To be part of a society we have to learn to inhibit aggression in circumstances where it is inappropriate.
All antisocial behavior has to be dealt with in this way, but aggression is the emotional core that drives antisocial behavior. Society has two mechanisms for dealing with anti social or aggressive behavior. On the one hand there is socialization, where the young of our species internalizes the correct way for them to conduct themselves in society and then act that way, because that is what they want to do.
On the other hand there is the law or the rules that society sets down and punishes those that disobey those laws or rules. It is this punishment that is in question. While in the past few have disputed that the threat of punishment tends to lower the likelihood of people committing crimes, performing antisocial activities, and being aggressive this is largely an untested theory.
However, since the time science first started looking at the effects of punishment scientists have not been able to find much evidence that this theory is correct. Indeed it has been shown that punishment and especially severe punishment is counterproductive and can increase antisocial and aggressive behaviors.
Elliot Aronson in his book "The Social Animal" presents the current state of consensus among social scientists concerning punishment: If one man robs, batters of kills another, the simple solution is to put him in prison or, in extreme cases to kill him.
If a young girl aggresses against her parents, siblings, or peers, we can spank her, scream at her, remove her privileges, or make her feel guilty. The assumption here is that this punishment "will teach them a lesson," that they will think twice before they perform that activity again, and that the more severe the punishment, the better.
But it is not that simple. Severe punishment has been shown to be effective temporarily, but unless used with extreme caution, it can have the opposite effect in the long run. Why do we feel the need to punish, if, as I assert, this is so ineffective?
Social scientists as a group do not endorse punishment or think it effective, even the behaviorists such as Skinner agree. The answer lies in the fact that humans are only partly logical. It is possible, as the behaviorist also point out, for our behavior to be directed by reward contingencies that arise from our own social circumstances.
The one problem is, if one grows up in a family of harsh physical punishment, that person will tend to adopt this behavior when they want to control a situation or people. The moment we use it, it reinforces us by causing an instant change in the behavior of others. Thus we tend to use it again and again.
Each time we use it, it becomes a little more of an established pattern of how we do things in our lives. Sad though it is, as commonly established, the child reared in a violent dysfunctional family seems to be most prone to become violent or exhibit dysfunctional behavior in their own lives.
The children of slaves are the easiest to raise as slaves. In the end of course as pointed out in 'what we can do', we rationalize all this in terms of cognitive dissonance.
The main reason many people believe in the virtues of punishment is easily explained by Festinger's concept of cognitive dissonance.Mohandas Karamchand Gandhi (2 October – 30 January ), commonly known as Mahatma Gandhi (Sanskrit: महात्मा mahātmā "Great Soul").
In India he is generally regarded as Bapu (Gujarati: બાપુ bāpu "father"), Jathi Pitha and Raashtra Pita; he was an advocate and pioneer of nonviolent social protest and direct action in the form he called Satyagraha.
The Story of My Experiments with Truth is the autobiography of Mohandas K. Gandhi, covering his life from early childhood through to It was written in weekly instalments and published in his journal Navjivan from to Its English translation also appeared in installments in his other journal Young India.
It was initiated at the insistence of Swami Anand and other close co-workers. Without any delay start your preparation. You have full chance.. Cut off will be 95 after revised key right now it's after revised key it will go to 95 for sure. läsdagbok. Läsdagboken är från oktober och framåt.
Ångrar djupt att jag inte började med det här för år sedan. Läser drygt böcker om året tydligen, och det måste ju betyda att det roar mig på något sätt. Punishment. Punishment in the past. Lest we forget the barbaric practices used in punishing children in the past here are a few grim reminders.
At age 9, Gandhi entered the local school in Rajkot, near his benjaminpohle.com he studied the rudiments of arithmetic, history, the Gujarati language and geography. At age 11, he joined the High School in Rajkot.
He was an average student, won some prizes, but was a shy and tongue tied student, with no interest in games; his only companions were .