ABSTRACT
The notion of discipline is doubly dual-edged. The popular version of discipline denotes the requirement that individuals behave according to a strict regimen. While many in our culture recognize the need for disciplined training (“that child needs discipline”), few (except perhaps for masochists) wax enthusiastic about a disciplined life. The academic version of discipline refers to domains of knowledge or competence within a society; individuals enroll in scholastic or informal apprenticeships and eventually achieve a certain degree of expertise in a discipline. While most educators recognize the need for the acquisition of academic disciplines, a rather widespread conviction obtains that such disciplines are good for you (“that child needs to master the disciplines before going to college”) rather than enjoyable to pursue, ultimately useful, or essential for full development.
