On The Correction Of School Education

Punishment and correction, as always a new topic with the development of education, are the earliest and the most widespread educational concepts and methods in the history of education. As the understanding of educational content and nature has undergone great changes, punishment and correction as a part of education also should be given an update understanding. Moreover, it is also a response to an upsurge of "personal" in the current educational research field to rethink disciplinary problems.First, the author sorts out extensive existing research references fully and longitudinally, and compare the punishment view and punishment phenomenon in different cultural backgrounds. Then, on the basis of these analyses, the author explains the rationality and limitation of the educational punishment thoroughly and completely, and puts forward her own ideas of how to understand the punishment in education and how to use it appropriately in educational practice.There are four parts in this paper. The first part mainly discuss on how to define "correction" and "educational correction". First, the author analyses the concepts of "correction", "punishment", "corporal punishment", "covert corporal punishment" and "reeducation" to show special characteristic of correction, and then puts forward her own idea of the definition of educational corrections. The second part mainly defenses for the rationality of the educational correction. No matter whether in history or in reality, or whether people agree to or not, correction always exists and now still exists, which exists in our lives and society just as an educational phenomenon. In this part, the author first analyses educational correction longitudinally and historically. Because every educational thought and educational concept are the products of a certain stage, which are the result of social production, living and thinking; second, the author explains the rationality of educational correction from disciplinary philosophy, psychology and value point views; utilitarianism, retaliation theory and revert theory, as the most popular theories in current law on the punishment philosophy, all give different answers of the reason, purpose, object and extent of the punishment; act theory, social learning theory and cognitive theory have also proved that the existence of corrections is scientific; while disciplinary values tell us that correction is not only the need of maintenance of social order and justice ,but also the need of humans'self-development, which is a way of self-awareness and self-improvement. While in the third part, by reflection of various disciplinary concepts, the author advocates the concept of the correction. The author expounds three different concepts of corrections, these are natural disciplinary concept, retributive punishment concept and utilitarian corrections, and finds although these three concepts somewhat have their rationality, they also exists a certain degree of irrational. For example, all of them fail to recognize the inherent meaning of value when correction is a means of education; or correction, as a embodiment of educational standard, what is its fundamental moral value? Also they don't point out, correction, as an embodiment of educational standard, what its fundamental moral value is. Thus, the author think that the correction is a necessary condition for people's freedom, and it should be a concept which has communication characteristic if we look closely again at our correction concept from a new point of view, which has somewhat ideal. The forth part points out that in educational teaching practice area using correction is restricted and conditional, the conclusion of scientific research and the basic ethical and legal requirements of the society.