The two diametrically opposed worlds were clearly incompatible on many fronts. More often than not, in this encounter, western culture outfoxed and outmanoeuvred African traditions. It is ironic, however, that in a school classroom arena ,western education could not stand on its own feet without the support of one of the ancient African ways of instilling discipline - corporal punishment. Corporal punishment and western education were to become strange bedfellows for over half a century.
The use of the cane must be seen in the cultural context. It is anchored and rooted in the archaic and discredited saying that ‘spare the rod and spoil the child’. In our African traditions, it was assumed, children could not develop a sense of right and wrong without the use of external motivation.
The spare the rod and spoil the child philosophy became quite handy where all else failed and where persuasion could not win the day. When children could not be persuaded to realise the value of education in and of itself, it became extremely important to apply external pressure to force compliance with the rules and regulations. Students were guaranteed strokes when found on the wrong side of the law.
Transgressions, which definitely attracted punishment, covered things like fighting, stealing, late coming, noise making, bullying, failure to submit or late submission of homework and a host of other misdemeanours. There was no question about the legality or appropriateness of such a measure of discipline. Nobody saw anything untoward about the use of corporal punishment. After all, it was used in the school, at home and in the village administration centre. Some frustrated schools could refer their most notorious students to the local administration authorities who had the notorious distinction of effectively applying corporal punishment. There was no way of escaping the punishment. Students and parents alike accepted as a normal the intimate relationship between the cane and education.
Many students from the old generation still recall with a sense of pride the strong connection (real or perceived) between corporal punishment and student learning outcomes. It was believed rightly or wrongly that teachers who applied corporal punishment thoroughly had a better chance of making students to bring their best selves to school. Some, thanks to their disciplinarian teachers, fondly speak of how corporal punishment helped in effectively channelling their youthful exuberance and energies to the worthy exercise of learning. But today’s world is different and there is a growing chorus against the use of the cane. Who would have thought that to use the cane or not would be a topical issue today after serving the teaching profession for over half a century? Some countries have already outlawed the use of corporal punishment while others are yet to join the bandwagon. In spite of its legality in some countries, many parents and governments no longer regard it as an appropriate teaching aid. It is considered archaic and primitive and therefore not consistent with the demands of the modern technological world.
Whether outlawed or discouraged, it is reported that teachers still used it clandestinely. Things have moved so fast such that some parents do seek help from law enforcement authorities if they feel that their children have been unfairly and severely punished.
This development can dampen the morale of teachers. It is important for parents to realise the importance of seeking solutions regarding student discipline within schools. External help can only be sought after all internal channels have been exhausted. It is unfortunate that what used to be an ‘effective teaching aid’ is now setting parents and teachers on a collision course.
It is clear students do not want to be caned at school any more and parents too are no longer amused when their children are flogged at schools. Teachers have been accused rightly or wrongly of using excessive force. The challenge is that in spite of the risks involved in the use of corporal punishment, the system will take time to adapt to a new proposed dispensation of totally banning the use of corporal punishment. Change is inevitable and inescapable. Schools should brace themselves for the new beginning. While teachers will lay the sticks when ordered to do so but work should begin now to prepare the ground for the world of schooling without corporal punishment.
Order and discipline are essential ingredients in the teaching and learning process. Banning corporal punishment should not encourage schools to descend into chaos and anarchy. Students too must play their bit in maintenance of law and order. Teachers only react when they see a transgression. Good discipline on the part of students can render corporal punishment irrelevant. Students should change their attitude towards their school and teachers. Students should adapt their ways and realise that order and discipline do not necessarily have to come and be realised through coercion.
Self-discipline means voluntarily and promptly responding to a siren signalling the beginning of lesson one and moving with urgency when switching lessons. Students should begin to conduct themselves in a manner beyond reproach. Schools in general should cultivate a culture of mutual respect where students and teachers support one another to create a rich learning environment. Although from scratch it will be difficult to do away with corporal punishment, it will finally die a natural death. If sufficiently supported, students can achieve a lot in education through intrinsic motivation.
There is a need to scale down extrinsic motivation so that students can learn to embrace education in and of itself. Teachers should disabuse themselves from thinking that students can bring their whole selves to the classroom when the threat of a stick is hovering over their heads. Students are capable and can learn when intrinsically motivated to believe that they are a powerful learning resource.
