A PHILOSOPHICAL APPRAISAL OF DISCIPLINE POLICIES AND THE ETHICS OF PUNISHMENT IN NIGERIAN SECONDARY SCHOOLS

Abstract

This paper presents a philosophical appraisal of discipline policies and the ethics of punishment in Nigerian secondary schools. Drawing on ethical theories and educational philosophy, it critically examines the underlying values, justifications, and consequences of disciplinary practices, particularly corporal punishment. The study explores how such practices reflect broader societal norms and interrogates their alignment with principles of human dignity, justice, and child rights. It also highlights the tension between maintaining school order and fostering a nurturing, respectful learning environment. Using a multidisciplinary lens, the paper evaluates the moral implications of punishment in education and proposes alternative approaches that are ethically sound and pedagogically effective. The findings suggest an urgent need for reforming school discipline policies to ensure they are guided by restorative justice, empathy, and respect for the rights of learners.