Discipline

Developing Self-Discipline

Before the early 20th century, it was believed that the best way to develop self-discipline was with the direct teaching of religion and the frequent and harsh use of punishment. The use of these methods of developing self-discipline waned in the 19th century, and by the early 20th century they were largely replaced by the more progressive methods of education commonly found in schools today. For example, during the first half of the 20th century, nearly all schools in the United States instituted comprehensive “character education” programs. Good character was defined as “caring about, and acting upon core ethical values” (Character Education Partnership, 2004)). As is true today, character education programs in the early 20th century were designed to develop values and virtues, including those discussed previously. Chief among them were values believed to be critical to democracy, including self-discipline. However, it is understood that the direct teaching of moral content (e.g., scripture, oaths, pledges, etc.) is insufficient for the development of self-discipline. Thus, emphasis shifted to teaching students how to think. This entailed the teaching of social and moral problem-solving skills such as taking the perspective of others, generating alternative solutions, weighing consequences to self and others, considering issues of fairness, and making the “right” [Page 165]decision. Character education also emphasized that schools are to provide students with multiple experiences in which they can actively learn and practice these skills in real life. Thus, students were encouraged to participate in student government, club activities, and community service. Character education today shares these strategies.

Recently, social and emotional learning (SEL) (Collaborative for Academic, Social, and Emotional Learning [CASEL]) has gained popularity as a term that refers to various programs and approaches, including most character education programs that are designed to develop social and emotional competencies such as self-discipline. SEL is defined as “the process of developing the ability to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively” (CASEL, 2004, p. 1). SEL programs associated with self-discipline focus on the development of:

• Social and moral problem-solving skills (e.g., perspective-taking, goal-setting, moral reasoning)
• Adaptive emotions (e.g., positive attitudes and values, empathy, feelings of pride and responsibility, anger control)
• Behaviors (e.g., prosocial behavior, impulse control, conflict resolution, peer resistance, negotiation)

SEL programs are supported by research, which shows that self-discipline is related to academic achievement, fewer behavior problems, positive relations with peers and teachers, and a positive self-concept. These positive outcomes benefit not only the individual child, but also classmates and society in general.

...