Thesis (M.A.)--Carleton University, 2001. / Includes bibliographical references (p. 120-129). Also available in electronic format on the Internet.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--State University of New York at Binghamton, Biological Sciences Department, 2005. / Includes bibliographical references.

Punishment is the act of penalizing an individual as a response to a transgression. This thesis will deal with punishment in experimental game scenarios and in experimental criminal punishment scenarios, along with their different adaptations. The aim will be to provide an overview of both psychological and neurological underpinnings of punishment by reviewing existing literature. While punishment ought to deter transgressions and promote cooperative behavior, internal neural reward-related systems seem to be a driving factor of the desire to punish wrongdoings. Decisions on whether a transgressor is guilty and deserves punishment is mediated by the medial prefrontal cortex with an emphasis on the ventromedial parts. External influences affect the behavioral output and its underlying neural signatures of punishment. Social context such as peer pressure and in-group bias emphasize the importance of theory of mind related areas when conducting punishment.

This dissertation investigates the exclusion of Moses from the Promised Land in Numbers and Deuteronomy. Why are there different reasons given for his exclusion in the two books? Can they be explained by the complex redactions of Deuteronomy? There are four different answers to the question of Moses’ exclusion. According to Deut 1-3, divine anger is directed at Moses because he is the leader of the first exodus generation on whom the wrath of God is visited. Moses is excluded because he should bear the same punishment as the first generation of Israelites who left Egypt. Another reason is given in Deut 4, a mixture of late layers in the Deuteronomistic History. Accordingly, Moses’ exclusion is compared to the destruction and scattering of the future generations of the Israelites who provoked God to anger. The “anger-punishment pattern” of Moses’ exclusion, which is a theme of divine anger in the Deuteronomistic History, is used to confess the sin of the Israelites. Thirdly, in the post-Priestly passages in Numbers and Deuteronomy, Moses is ordered to die because of the sin of failing to sanctify YHWH. The exclusion of Moses is a natural consequence of his death outside the Promised Land. Finally, Deut 31 and 34 imply that Moses has reached the limit of life span which was set by YHWH.

Since 25 January 1994, when the interim Constitution came into operation, South Africa's criminal justice system became subject to constitutional provisions, especially the Bill of Rights. All forms of punishment and treatment are subject to the provisions of the Constitution. The first casualties were the death penalty and corporal punishment, which were found to be unconstitutional by the Constitutional Court. Since our criminal justice jurisprudence is still in the developing stage, a comparative analysis with the Canadian and American penal systems forms part of this thesis. Provisions of the Constitution, which will have an indirect influence on punishment include, access to information, just administrative action and state institutions supporting democracy. The following provisions of the Bill of Rights are expected to have a significant impact on punishment in all its facets, equality; human dignity; life; freedom and security of the person; freedom from slavery, servitude and forced labour; and the rights of children. Judgments of the Constitutional Court, which abolished the death penalty and corporal punishment are examined since they were the first indication the Court gave on aspects of punishment. The Constitution also deals specifically with the rights of arrested, detained and accused persons. It is within this provision that 2 the rights of prisoners are spelt out. Imprisonment as a form of punishment, has to conform to the provisions of the Constitution, and the Correctional Services Act is an attempt to render imprisonment compliant. With the abolition of the death penalty and corporal punishment, the effect of constitutional provisions on conventional forms of punishment and the overpopulation of prisons, the establishment of alternative forms of punishment, which would pass constitutional muster, is imperative. The Child Justice Bill is an attempt to establish a unique system for juveniles who commit offences / Penology / D. Lit. et Phil. (Penology)

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)

Esta pesquisa analisa violência física contra crianças, nas suas diferentes manifestações rotineiras e em seu modo de reprodução da sociedade. A violência física é compreendida como uma prática cotidiana na qual adultos dispõem do corpo da criança, seja na “palmada educativa”, seja nas violências ou no abuso sexual. A violência se apresenta de múltiplas formas: de Estado, contra o Estado, simbólica, nas relações familiares e nos diversos processos de disciplinarização. Nesta última forma, é onde residem as violências sobre o corpo, que podem ser observadas em diferentes sociedades, diversos processos sociais e, podem até constituírem-se em ‘marcas’ de cada sociedade. É nesta perspectiva que esta tese se fundamenta, sobre a compreensão das formas de disciplina que incidem violentamente no corpo infantil. Os discursos sobre a violência contra crianças são a matéria-prima considerados como fonte de pesquisa para a realização desta tese. Para tal foram analisados: 1) A criança em toda a sua complexidade, seu lugar social, as representações construídas, os discursos produzidos sobre ela e sua história; 2) Os discursos da literatura, onde a violência contra a criança se apresentava; 3) O discurso da mídia, a violência contra a criança no jornal, especificamente, a campanha “O Amor É a Melhor Herança. Cuide das Crianças”, veiculada no jornal Zero Hora, de Porto Alegre/RS, nos anos de 2003-2004; 4) O discurso da Lei, com todo o debate legislativo que resultou na promulgação da Lei 13013/2014, a Lei Menino Bernardo ou Lei da Palmada; 5) O discurso da clínica, onde são apresentadas quatro histórias de crianças atendidas em psicoterapia, por ordem judicial, no Conselho Tutelar de uma cidade do interior do estado do Rio Grande do Sul. Compreendemos que discursos trazem em si práticas, neste caso, práticas que incidem sobre o corpo do infante. Sobre estes corpos, o discursoprática produz um efeito de subjetivação ou sujeição onde a posse e o domínio aparecem sob a égide da disciplina. Ao final desta tese, concluiu-se que a permanência do castigo corporal no processo educativo denota a privatização da família e a impossibilidade da formulação de políticas eficazes para conter estas práticas e por estas razões permanece no processo de socialização primária das crianças. / This research reviews physical violence against children, in its various routine expressions and in its reproduction mode in the society. Physical violence is understood as a routine practice where adults dispose of the child's body, whether in the "educative smack", or in violence or sexual abuse. Violence is presented in multiple forms: state violence, violence against the state, symbolic, in family relations and in several discipline processes. The latter is where there are violence on the body, which may be noted in different societies, in several social processes and may even represent "trademarks" of each society. This thesis is based on this perspective, on understanding the forms of discipline that violently affect the child's body. The speeches on violence against children are the raw material used as a research source to build this thesis. Therefore, the following items were analyzed. 1) The child in all his/her complexity, his/her social place, the representations built, the speeches produced on him/her and his/her history; 2) The literature speeches, where violence against children was presented; 3) The media speech, the violence against children in the news, specifically the campaign "Love Is The Best Heritage. Take Care of Children", conveyed in the Zero Hora newspaper, from Porto Alegre/RS, in the years 2003-2004; 4) The speech of the Law, with all the legislative debate that resulted in the Law 13,013/2014, the "Menino Bernardo" Law or Slap Law; 5) The speech of the clinic, where we present the story of four children assisted in psychotherapy by legal order, in the Guardianship Council of a city in the country side of the state of Rio Grande do Sul. We understand that speeches involve practices, in this case, ones that affect the infant's body. On this bodies, the speech-practice produces a subjetification or subjection effect, where possession and domination appear under the aegis of discipline. By the end of this thesis, the conclusion is that the permanence of corporal punishment in the education process shows the privatization of the family and the impossibility of formulating effective policies to restrain these practices and, due to these reasons, it remains in the process of primary socialization of children.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho tem como proposta problematizar os atos de transgressões operados no cotidiano escolar sob os preceitos da ética e dos valores morais. Na interseção entre filosofia, psicanálise e educação tecemos nossa reflexão sobre o assunto, deflagrando alguns estudos pertinentes aos discursos conceituais, à questão da constituição dos sujeitos e das regras sociais, bem como de um fazer docente que questione os atos de transgressão no espaço da educação. Tal pesquisa se deve à inquietação provocada pelo contexto da sociedade hodierna, a qual, mergulhada numa grave crise de violência e de valores éticos, reavalia e revalida princípios e conceitos que, nitidamente, diante de uma conjuntura cada vez mais inclinada aos apelos do capital, vem deixando de nortear as relações sociais no decorrer dos anos. Neste contexto, o docente é cada vez mais convocado a desempenhar papéis que outrora pertenciam a outras categorias sociais, principalmente, com o avanço das escolas públicas de tempo integral. Aludimos assim a esta realidade, o desafio de engajar a ação educativa em demandas de eticidade. Aparar as arestas de um objeto de investigação tão amplo não é tarefa simples, portanto, consideraremos alguns recortes da constituição psíquica e social dos sujeitos. Analisando o lugar da ética na relação ensino/aprendizagem, no processo de formação escolar e no fazer docente, trabalhamos com o pressuposto de que a tensão sofrida cotidianamente pela criança e pelo adolescente, de um lado pelo tecido social, família, escola e Estado e do outro, pelo desejo de ser reconhecido nos grupos sociais, podem mesmo acirrar comportamentos inadequados e violentos na escola. Portanto, a postura adotada pelo educador frente aos conflitos internos e externos do aluno poderá, paradoxalmente, facilitar ou mesmo impedir uma dada má ação no seio da escola. Nossa finalidade é promover reflexões possíveis sobre as dimensões da ética nas relações manifestadas principalmente entre o docente e o aluno, acreditando que a existência de um espaço coletivo de discussão poderá contribuir para que ambos encontrem saídas próprias frente aos impasses que a questão ético/moral no âmbito educativo impõe. / The proposal of this work is to investigate among Philosophy, Psychoanalysis and Education, the problematic regarding moral and ethical transgression acts within school environment. This research is caused by the concern about the context of todays society. Which, immersed on a serious crisis regarding ethical values, reassesses and revalidates principle and concepts which, clearly, before this situation, has stopped guiding human conduct on the last years. Trimming the edges of such huge investigation object is not a simple task, therefore, we will consider only some clippings on the psychic panorama of todays society, outlining the occurred metamorphosis and the ethical impact they have caused. Our theoretical proposal is to analyze the importance and necessity of ethics on the teaching / learning relation, on the school formation process, on the teacher doing, as well, allude the challenge of engaging the educative action on ethical patterns, in a conjuncture of traditionally instituted inequality, where the teacher is called to play a role which once belonged to other categories. We work on the hypothesis that the daily suffered tension by the children and teenagers, on one side from the social tissue, family, school and state and on other side, from their desire to be recognized in social groups, including the school, stimulate inadequate behaviors. Therefore, the posture adopted by the educator, in the face of internal and external conflicts of the student may paradoxically facilitate or prevent a specific bad action within the school. Our goal is to point out some specific barriers in order to promote possible reflections concerning the impasse related to this theme. We believe that the creation of a collective space of discussion may contribute to, both educator and student, each of them being responsible for his tasks, find appropriate solutions into the barriers that the ethical/moral question in the educational scope imposes.

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