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Seminar paper from the year 1993 in the subject Pedagogy - School Pedagogics, grade: A, The University of the West Indies, St. Augustine , course: In Service Diploma in Education Programme, language: English, abstract: This essay attempts to engage in a philosophical, psychological and sociological exploration of the misconceptions and the truths of the statement: "Effective management of classroom learning can best be achieved through discipline." This essay proposes that there are varying kinds of discipline, types that can be counterproductive to the processes of education and learning and others which can result in increased and effective management of teaching and learning within the classroom. The topic under discussion is thus considered a highly contentious and debatable issue.This essay addresses the underlying assumptions of the statement which suggest that there are other methods of effective management of classroom learning, but discipline is the best approach. In addition, it explores the subsequent logical conclusion that if, indeed, discipline is the best method for effectively managing classroom learning; it follows that the best disciplinarians will achieve optimum learning with students of their classrooms.In conventional usage discipline means, "to bring under control, to educate or train." There is a distinction to be made between varying types of discipline prevailing within schools. These can be placed easily into two categories; good: effective discipline and bad: ineffective discipline. Phillips, Weiner, and Haring explain that good discipline is not a matter of punishment or a brutal attitude. It emphasizes the development of a structure which is conducive to the child's learning, achieving and developing emotional and social maturity.They posit that good discipline in schools helps to promote self-discipline as a habitual way of behaving. Self-discipline contributes to self-assurance and thus affects one's outlook and confidence,and as such, it is conducive to learning. On the other hand, they refer to bad discipline as discipline that is too harsh, too quickly administered, and too defeating (Haring, Weiner, and Phillips, 1960).Close and prolonged observation within many public and private schools at both primary and secondary levels would perhaps reveal varying interlacing of both good and bad discipline systems.Few would argue that maintaining good discipline is a necessary prerequisite to establishing a school or classroom climate that is conducive to learning. This belief is conceded to by Curving and Mendler.