Embracing Humane Education: Rejecting Physical Punishment

The educational environment should be a place where every child feels safe and can develop in an atmosphere of mutual respect. Modern pedagogy categorically rejects physical punishment as a method of influence because any act of violence can cause serious harm to a child’s emotional and moral well-being.

Using physical force—even the so‐called “raising of the hand” as punishment—destroys the trust between teacher and student, leaving a deep mark on the child’s psyche. This practice not only demonstrates a lack of professionalism and an inability to find alternative methods of upbringing, but also contributes to the development of fear, distrust, and withdrawal. Educators who resort to this method often replicate behavior models ingrained in a home environment of cruelty, which only exacerbates the problem of aggression and violence in society.

Effective upbringing is possible only through maintaining respect for the individual, developing communication skills, and creating an environment where any difficulties are resolved through dialogue. In this way, the school becomes a place where a child is not afraid to go but, on the contrary, is eager to learn, develop, and gain emotional stability.

Maintaining a humane and safe educational process is a primary task not only for educators but for society as a whole. Instead of harsh methods, we must seek ways to motivate and support children, creating conditions for the harmonious development of personality. Although this approach requires effort, its effectiveness is already evident, making our children more sensitive, mature, and ready for a life full of opportunities and achievements.

What are the permissible limits of physical interaction in the educational environment, for example, does a teacher have the right to raise her hand?

The materials presented strongly condemn the use of physical methods of influence in the educational environment. In particular, the use of physical punishment, such as raising the hand to deliver a blow, is associated with destructive consequences for a child’s emotional and moral development.

As noted in one source, physical punishment is seen as a sign of pedagogical incompetence and even a lack of cultural refinement:
"My special concern was that the child's heart would not become calloused, embittered, cold, indifferent, and cruel as a result of physical methods of 'upbringing'—using belts, smacks on the head, and slaps. I always convinced parents that physical punishment is not only an indication of the weakness, confusion, and impotence of the parents but also of extreme pedagogical unculturedness. Belts and slaps kill the delicacy and sensitivity in a child's heart, affirm primitive instincts, and corrupt a person by intoxicating him with the poison of lies and sycophancy. Children raised with belts become soul-less, heartless people. Only one who has experienced and continues to experience the 'delights' of strict home upbringing raises his hand against his schoolmate." (source: 1348_6736.txt)

It follows from this that any acts of physical influence, including raising the hand as a method of punishment, are unacceptable in the educational environment. Such practices foster fear among children, destroy the trust between teacher and student, and can lead to negative consequences in both the personal development of the child and his relationships with others.

Another excerpt from the same source illustrates that the application of physical force in the educational sphere is linked to negative outcomes, particularly when physical punishment is seen as an extension of home discipline, where violence is normalized, further aggravating the situation:
"Only one who has experienced and continues to experience the 'delights' of strict home upbringing raises his hand against his schoolmate. Crimes and offenses by adolescents are largely a consequence of 'fist-fighting' upbringing. Belts and slaps in upbringing... Shame and disgrace upon us teachers—the shame and disgrace being that the child often fears going to school, this sacred place of humanity, goodness, and truth, because he knows the teacher will tell his father about his bad behavior or academic failures, and then the father will beat him. This is not an abstract schema, but a bitter truth; it is frequently mentioned in letters to mothers and even by the children themselves." (source: 1348_6736.txt)

Thus, the permissible limits of physical interaction in the educational environment do not include the use of physical force that may harm a student's mental or physical state. Raising one’s hand with the intention of inflicting physical harm on a child is unacceptable, as it is a form of violence that contradicts the principles of humane education and effective upbringing. Physical interaction should be exclusively safe and supportive, without violating the respect due to the individual learner.