We constantly hope to mould our young to fit into the adult world. We forget how troubled, or even perverse, the adult world can be.
Still, young persons must learn to fit in; for that is the way the cookies crumble. We want them to learn how to behave in ways that are acceptable to the adult world.
Some behavioral traits relate to moral or ethical concerns, and hence truly deal with what may be more appropriately termed the right and the wrong kinds of behavior. Other behavioral patterns may just be cultural in nature, or relate purely to etiquette. We insist that the young learns both.
There are a number of tools, reward and punishment among them, that can be employed to inculcate good values and acceptable behaviors. In instilling proper behaviors in the young, many cultures permit (or even encourage) the moderate use of corporal punishment.
Many good parents (and teachers) hold the view that corporal punishment is useful and right, provided it is not carried out excessively, disproportionately or without justification. Not surprisingly, corporal punishment remains a prevalent method employed in family and school education and discipline, in many parts of the world. As a Chinese saying goes: “you have to beat them into a good shape”.
I hold the view that corporal punishment is both wrong and harmful. This is not an opinion that wins universal support even from my friends and those who would normally regard me as “right thinking”. I must argue my case.
The strongest argument for corporal punishment is that its effect in correcting undesirable behaviors or in bringing about the preferred behaviors is often as immediate as it is apparent. There is no need for tedious reasoning, and for trying to make a child or a teenager see the follies of his ways (imagine how difficult that would be). Just issue one or two warnings (or more if you are patient) regarding his bad behavior. If the child persists unheeded, give him a good smack. That will do the trick. He will see that he was wrong, and that he must correct his behavior in the future. He will realize that he has been warned, and that the punishment did not come out of the blue. Make it uncomfortable for the child, and he will learn. Make him pay for his bad behavior, and learn he will.
If you are more progressive, you can tell the child afterwards that you love him, and that the beating was done for his own good. He will understand. Even if he does not immediately understand, he will when he becomes an adult.
Or will he, really? And will he learn the right or the wrong lessons?
Take another example of a not uncommon occurrence in Malaysian schools. A well-meaning teacher keenly wants her students to do better in their studies. She has tried persuasion, encouragement and reward. She wants to give punishment a go too. She gives an impromptu test to her class, and then punishes those students who score less than (say) 60%, by moderately beating them on the palm using a ruler.
The teacher knows that her students could do better if they are pushed (in this case by the shame of corporal punishment) to work harder. The overall performance of the class does improve after that. The teacher is happy.
If corporal punishment produces result, how is it counter-productive? Furthermore, my guess is that most people who had experienced corporal punishment in their childhood or youth do grow up to understand (even if they disagree with) why it was done, and to not hold any grudge against its executioners. Most also do not appear (outwardly at least) in later life to have been psychologically scarred by the experience of corporal punishment.
This observation of mine does not alter my opinion that corporal punishment creates more problems than it seeks to solve. Some of these problems, though serious, are subtle or subterranean in nature, and are thus not the easiest to detect or demonstrate.
Corporal punishment silently leaves behind many dark shadows that will subconsciously influence one’s behavior in society. This is true with regard to both the executioner and the punished. The problems of corporal punishment begin with its very foundation.
But before examining its basis, we need to be clear about the main difference between corporal and other forms of punishment (such as the temporary withdrawal of a privilege). What sets corporal punishment apart is its objective of creating an unforgettable impact by causing sufficient amount of physical pain and discomfort, as well as mental humiliation.
Corporal punishment is the deliberate imposition of pain and humiliation on another, by force. It is not a negotiated product of a process of reasoning in which the affected parties are adequately represented, or their views sought. Corporal punishment is possible because the executioner possesses unquestionable power and authority, at least for that moment or for that duration of time, and because the punished has no realistic means of escape from that intimidating environment (or at least he so perceives).
The underlying message is therefore this. I (the executioner) have the power and authority to decide what is good for you, and to mete out this punishment due to your infringement. Though you are an affected party, you need not be consulted or heard. You have no escape. You have to accept the punishment, like it or not. In fact I am certain you are not going to like it, which is why I am going to do it to you. So come to terms with it. The degree of reasonableness or proportionality of the punishment does not depend on your perception of the circumstances, but on my judgment.
That message, brought about by force and by an act of physical violence (even if mild), and when repeated enough times, creates a culture of unquestionable submission to (and even the fear of) power and authority. On the one hand it develops a sense of fatalistic hopelessness when placed in the grip of power and authority, and on the other it festers a growing habit of authoritarianism and arrogance. It also legitimizes top-down governance in which views of stakeholders are irrelevant. Are these not among the worst ills of human societies? Do we need to wonder how such a negative culture is developed, or how a lot of us have become psychologically accustomed to it?
Should we not rethink the desirability and long-term psychological effect of corporal punishment? When the adult world is so mixed-up and troubled, shall we still insist that our process of growing up is not seriously flawed?
Corporal punishment is a teacher of many wrong lessons. It teaches that might is right; or, even if might is not always right, that it has nevertheless to be accepted. It teaches that physical violation of one’s body (albeit in a relatively mild form) can legitimately occur without one’s consent, for some reason that is thought to be good or justifiable by the perpetrator (or by one’s culture). It teaches that humiliation might be the best way to motivate and mould our youths. How dangerous these lessons are!
Occasionally, the second prerequisite for corporal punishment is removed, such as when the punished decides to run away from home or from school. Corporal punishment becomes ineffective. When this happens, we say that the ungrateful child or youth is incorrigible. We overlook the possibility that it may be our choice of corporal punishment that is to be blamed.
The truth is that corporal punishment is usually not the best method, but the most convenient one.
Reasoning, influence, education, encouragement and motivation are time-consuming processes; requiring patience, engagement, participation, debate, nurturing and persistence. In our hectic everyday life, adults hardly have the time or inclination to invest in such exhausting processes. Instead, corporal punishment becomes handy. It is quick and hassle-free, once the structure of power and authority is in place. We choose intimidation over inspiration, because we have no time or energy (let alone the humility) to properly educate the young.
More often than not, therefore, corporal punishment is a reflection of our own inadequacy in dealing with shaping the next generation. It is time for it to be stopped.