Η δημοτική εκπαίδευση αποτελεί τη βάση του εκπαιδευτικού συστήματος και ιδιαίτερο ενδιαφέρον έχει αποδοθεί και συνεχίζει να αποδίδεται σε αυτήν ακόμα και σήμερα ώστε να βελτιώνεται μέσω της αποφυγής λαθών του παρελθόντος . Ο εκπαιδευτικός από τη μεριά του είναι η καρδία της εκπαιδευτικής διαδικασίας και καλείται να υλοποιεί τους εκάστοτε εκπαιδευτικούς στόχους . Στην παρούσα μελέτη γίνεται μια προσπάθεια να παρουσιαστεί μια συνήθης σχολική πρακτική των εκπαιδευτικών , αυτή των ποινών, ως μέσο επιβολής της πειθαρχίας στην τάξη από την περίοδο της Τουρκοκρατίας ως και την περίοδο του Τρικούπη. Ο εκπαιδευτικός καλείται να επιβάλλει ποινές στους μαθητές του θεωρημένες υπό την έννοια της σχολικής εξουσίας και μέσα στο ευρύτερο κοινωνικό ,πολιτικό και εκπαιδευτικό πλαίσιο.Η ρύθμιση της συμπεριφοράς των μαθητών επιτυγχάνεται διαμέσω κανόνων , κανονισμών και μέτρων , προκαθορισμένων από τους αρμοδίους και με χαρακτηριστικά που πηγάζουν από τις συνθήκες της εκάστοτε εποχής. Στο πρώτο μέρος της μελέτης παρουσιάζεται το θεωρητικό πλαίσιο ανάλυσης: η βιβλιογραφική επισκόπηση καθώς και ο σκοπός και τα ερωτήματα της έρευνάς μας , η σχέση της πειθαρχίας με την κοινωνία και το σχολείο , η θέση της ποινής στο σχολείο ως μέσο επιβολής πειθαρχίας ενώ γίνεται αναφορά στη μακρά παράδοση των ποινών .Ακόμα παρουσιάζονται οι απόψεις εκείνων που αμφισβητούν την θέση της ποινής στο σχολείο και το πρώτο μέρος κλείνει με τις ιστορικές αναφορές που παρουσιάζουν τις εκάστοτε πολιτικές , κοινωνικο-οικονομικές και εκπαιδευτικές συνθήκες. Στη συνέχεια παρουσιάζεται η μεθοδολογία της έρευνας και η θεωρία περί εξουσίας. Ακολουθεί η παρουσίαση των ευρημάτων και η εργασία κλείνει με την ανάλυσή τους . / The educational system is based on the municipal education. It has been given special attention and is still to this day the foundation of the educational system and a security hatch that provides a foolproof method of error avoidance. The cornerstone of the system is the human element, the teacher, the heart and soul of the educational system and the one who gives and implements the education goals. The present research paper deals with the Turkish-based educational practice, which is based on a penalty doctrine as a method of achieving the educational goals. The era continues through the years of the newly established Greek State with Harilaos Trikoupis as a governor. The teacher is expected to impose punishment on the students under the authority given by the society inside the school premises and the general political and socio-cultural environment. Students’ behavior is set by a preset framework of rules and regulations, provided by the authorities with characteristics that derive from the current situation. In the first part of the research the theoretical framework is presented: the bibliographical aspects as well as the purpose and questions that arose from our research, the relationship between punishment the society and the educational system, and the role of the punishment inside the school premises as a way to express authority. The long punishment tradition is also reflected in the study. The study also documents the opposing side that disagrees with the use of punishment as an educational method and the first section finishes with the historical references that describe the current political, economical, social and educational aspects of the specific time period. In the next part, the methodology is analyzed and the theory that deals with authority. This is followed by the presentation of the findings and the research is concluded with the final analysis.

Die navorsingsondersoek is toegespits op tug en straf as agogiese fenomene. Besinning oor tug en straf in pedagogiese, juridiese en ander lewensituasies bring die verband tussen modi van menswees en oorsake van oortredings aan die lig. Juridies-agogiese aspekte van tug is met die pedagogiese vergelyk. 'n Bespreking van tersaaklike statutere bepalings ten opsigte van tugmaatreels en lyfstraf in die onderwyssituasie het aan die lig gebring dat lyfstraf met die grootste versigtigheid en verantwoordelikheid toegepas moet word. Menseregte, strafteoriee wat die doel van straf aandui en alternatiewe vir lyfstraf wat die menswaardigheid van die oortreder bewaar, word bespreek. 'n Moontlike verloop van die strafhandeling is aan die lig gebring. Hierdie verloop beklemtoon dat straf, en veral lyfstraf, nie noodwendig deel van tug hoef te wees nie, omdat tug 'n begeleidingshandeling is. / The research concentrated on discipline (admonishment) and punishment as agogic phenomena. Consideration of discipline and punishment in pedagogic, judicial and other situations in life discloses the connection between modes of being human and reasons for transgressions. Judicial-agogic discipline are compared to pedagogic aspects. A discussion of relevant statutory stipulations relating to disciplinary measures and corporal punishment should either be applied with the greatest care and responsibility or else abolished. Human rights, punishment theories specifying the aim of punishment, and alternatives for corporal punishment which maintain the human dignity of the transgressor are discussed. A possible course of punitive action is revealed. This course stresses that punishment, especially corporal punishment, need not necessarily be part of discipline because discipline is accompaniment. / Educational Studies / M. Ed. (Fundamentele Pedagogiek)

Die navorsingsondersoek is toegespits op tug en straf as agogiese fenomene. Besinning oor tug en straf in pedagogiese, juridiese en ander lewensituasies bring die verband tussen modi van menswees en oorsake van oortredings aan die lig. Juridies-agogiese aspekte van tug is met die pedagogiese vergelyk. 'n Bespreking van tersaaklike statutere bepalings ten opsigte van tugmaatreels en lyfstraf in die onderwyssituasie het aan die lig gebring dat lyfstraf met die grootste versigtigheid en verantwoordelikheid toegepas moet word. Menseregte, strafteoriee wat die doel van straf aandui en alternatiewe vir lyfstraf wat die menswaardigheid van die oortreder bewaar, word bespreek. 'n Moontlike verloop van die strafhandeling is aan die lig gebring. Hierdie verloop beklemtoon dat straf, en veral lyfstraf, nie noodwendig deel van tug hoef te wees nie, omdat tug 'n begeleidingshandeling is. / The research concentrated on discipline (admonishment) and punishment as agogic phenomena. Consideration of discipline and punishment in pedagogic, judicial and other situations in life discloses the connection between modes of being human and reasons for transgressions. Judicial-agogic discipline are compared to pedagogic aspects. A discussion of relevant statutory stipulations relating to disciplinary measures and corporal punishment should either be applied with the greatest care and responsibility or else abolished. Human rights, punishment theories specifying the aim of punishment, and alternatives for corporal punishment which maintain the human dignity of the transgressor are discussed. A possible course of punitive action is revealed. This course stresses that punishment, especially corporal punishment, need not necessarily be part of discipline because discipline is accompaniment. / Educational Studies / M. Ed. (Fundamentele Pedagogiek)

Text in Afrikaans / Die doel van hierdie navorsing was om die wesentfike behoefte aan alternatiewe tugmaatreels vir die leergeremde adolessent na te vors en riglyne vir altematiewe tugmaatreels op te stel. Die sensitiewe aangeleentheid van disstplinering en tug word nou grootliks aan die onderwysers se inisiatief oorgelaat, en dit terwyl onderwysers nie altyd voldoende onderle is in die nuwe benadering tot alternatiewe dissiplineringsmetodes nie. 'n Teoretiese ondersoek wat uitgevoer is, het die belangriKheid van die inagneming van die leergeremde .adolessent se unieke persoonlikheidstrekke by die toepassing van dissipline beklemtoon. 'n Ernpiriese ondersoek is met behulp van vraelyste uitgevoer by ses spesiale skole in die Gauteng..provinsie. Die empiriese navorsing het bevestig dat onderwysers by hierdie skole 'n behoefte het aan altematiewe tugmaatreels vir die leergeremde adolessent. Op grond van die literatuurstudie en die resultate van die empiriese ondersoek, is riglyne verskaf vir die opstel van alternatiewe tugmaatreels. / The aim of the study was to identify the need for alternative disciplinary measures for the learning disabled adolescent, and to formulate guidelines for the implementation thereof. At present, the sensitive issue of discipline and punishment is left to the discretion of the individual teacher, who may not always be fully conversant with the new approach to alternative disciplinary measures. A theoretical investigation emphasised the importance of the unique personatity traits of the learning diSabled adolescent that should be considered when disciplinary measures are applied. An empirical investigation was carried out by means of a questionnaire at six special schools in the Gauteng Province. The empirical study confirmed that teachers at these schools do need alternative disciplinary measures for the learning disabled adolescent Based on the literature study and the results of the empirical investigation, guidelines were formulated for alternative disciplinary measures for the learning disabled adolescent. / Educational Studies / M.Ed. (Spesialisering in Voorligting)

Text in Afrikaans / Die doel van hierdie navorsing was om die wesentfike behoefte aan alternatiewe tugmaatreels vir die leergeremde adolessent na te vors en riglyne vir altematiewe tugmaatreels op te stel. Die sensitiewe aangeleentheid van disstplinering en tug word nou grootliks aan die onderwysers se inisiatief oorgelaat, en dit terwyl onderwysers nie altyd voldoende onderle is in die nuwe benadering tot alternatiewe dissiplineringsmetodes nie. 'n Teoretiese ondersoek wat uitgevoer is, het die belangriKheid van die inagneming van die leergeremde .adolessent se unieke persoonlikheidstrekke by die toepassing van dissipline beklemtoon. 'n Ernpiriese ondersoek is met behulp van vraelyste uitgevoer by ses spesiale skole in die Gauteng..provinsie. Die empiriese navorsing het bevestig dat onderwysers by hierdie skole 'n behoefte het aan altematiewe tugmaatreels vir die leergeremde adolessent. Op grond van die literatuurstudie en die resultate van die empiriese ondersoek, is riglyne verskaf vir die opstel van alternatiewe tugmaatreels. / The aim of the study was to identify the need for alternative disciplinary measures for the learning disabled adolescent, and to formulate guidelines for the implementation thereof. At present, the sensitive issue of discipline and punishment is left to the discretion of the individual teacher, who may not always be fully conversant with the new approach to alternative disciplinary measures. A theoretical investigation emphasised the importance of the unique personatity traits of the learning diSabled adolescent that should be considered when disciplinary measures are applied. An empirical investigation was carried out by means of a questionnaire at six special schools in the Gauteng Province. The empirical study confirmed that teachers at these schools do need alternative disciplinary measures for the learning disabled adolescent Based on the literature study and the results of the empirical investigation, guidelines were formulated for alternative disciplinary measures for the learning disabled adolescent. / Educational Studies / M.Ed. (Spesialisering in Voorligting)