Punish And Discipline Quotes

Where did we ever get the crazy idea that in order to make children do better, first we have to make them feel worse? Think of the last time you felt humiliated or treated unfairly. Did you feel like cooperating or doing better?

The 'Enlightenment', which discovered the liberties, also invented the disciplines.

If soldiers are punished before they have grown attached to you, they will not prove submissive; and, unless submissive, then will be practically useless. If, when the soldiers have become attached to you, punishments are not enforced, they will still be unless.

Parents who discipline their child by discussing the consequences of their actions produce children who have better moral development , compared to children whose parents use authoritarian methods and punishment.

There is no power relation without the correlative constitution of a field of knowledge, nor any knowledge that does not presuppose and constitute at the same time power relations

Visibility is a trap.

Too often we forget that discipline really means to teach, not to punish. A disciple is a student, not a recipient of behavioural consequences.

All fortune is good fortune; for it either rewards, disciplines, amends, or punishes, and so is either useful or just.

Misbehavior and punishment are not opposites that cancel each other - on the contrary they breed and reinforce each other.

there is no glory in punishing

Discipline isn't a dirty word. Far from it. Discipline is the one thing that separates us from chaos and anarchy. Discipline implies timing. It's the precursor to good behavior, and it never comes from bad behavior. People who associate discipline with punishment are wrong: with discipline, punishment is unnecessary.

Discipline is helping a child solve a problem. Punishment is making a child suffer for having a problem. To raise problem solvers, focus on solutions, not retribution.

Surveillance is permanent in its effects, even if it is discontinuous in its action.

The judges of normality are present everywhere. We are in the society of the teacher-judge, the doctor-judge, the educator-judge, the social worker-judge; it is on them that the universal reign of the normative is based; and each individual, wherever he may find himself, subjects to it his body, his gestures, his behavior, his aptitudes, his achievements.

He gets hard seeing his marks on me. I get wet knowing this. I don't try to analyze it. It's just us.

Discipline 'makes' individuals; it is the specific technique of a power that regards individuals both as objects and as instruments of its exercise. It is not a triumphant power...it is a modest, suspicious power, which functions as a calculated, but permanent economy.

We are entering the age of the infinite examination and of compulsory objectification.

it is the certainty of being punished and not the horrifying spectacle of public punishment that must discourage crime

But let there be no misunderstanding: it is not that a real man, the object of knowledge, philosophical reflection or technological intervention, has been substituted for the soul, the illusion of theologians. The man described for us, whom we are invited to free, is already in himself the effect of a subjection more profound than himself. A 'soul' inhabits him and brings him to existence, which is itself a factor in the mastery that power exercises over the body. The soul is the effect and instrument of a political anatomy; the soul is the prison of the body.

In the darkest region of the political field the condemned man represents the symmetrical, inverted figure of the king.

A real subjection is born mechanically from a fictitious relation [...] He who is subjected to a field of visibility, and who knows it, assumes responsibility for the constraints of power; he makes them play spontaneously upon himself; he inscribed in himself the power relation in which he simultaneously plays both roles; he becomes the principle of his own subjection.

This is the historical reality of the soul, which, unlike the soul represented by Christian theology, is not born in sin and subject to punishment, but is born rather out of methods of punishment, supervision, and constraint.

The man described for us, whom we are invited to free, is already in himself the effect of a subjection much more profound than himself. A 'soul' inhabits him and brings him to existence...the soul is the effect and instrument of political anatomy; the soul is the prison of the body.

Traditionally, power was what was seen, what was shown, and what was manifested...Disciplinary power, on the other hand, is exercised through its invisibility; at the same time it imposes on those whom it subjects a principle of compulsory visibility. In discipline, it is the subjects who have to be seen. Their visibility assures the hold of the power that is exercised over them. It is this fact of being constantly seen, of being able always to be seen, that maintains the disciplined individual in his subjection. And the examination is the technique by which power, instead of emitting the signs of its potency, instead of imposing its mark on its subjects, holds them in a mechanism of objectification. In this space of domination, disciplinary power manifests its potency, essentially by arranging objects. The examination is, as it were, the ceremony of this objectification.

A stupid despot may constrain his slaves with iron chains; but a true politician binds them even more strongly by the chain of their own ideas… on the soft fibers of the brain is founded the unshakable base of the soundest of Empires.

It’s not the people you fire who make your life miserable. It’s the people you don’t.

Here’s the thing, effective parenting and, more specifically, effective discipline, don’t require punishment. Equating discipline with punishment is an unfortunate, but common misconception. The root word in discipline is actually disciple which in the verb form means to guide, lead, teach, model, and encourage. In the noun form disciple means one who embraces the teaching of, follows the example of, and models their life after.

I no longer fear the pain...I fear no release from this torture...knowing that I've hurt him and he can't forgive me...that he won't be able to make me his good girl again.

Willingly or not we come to terms with power, forgetting that we are all in the ghetto, that the ghetto is walled in, that outside the ghetto reign the lords of death, and that close by the train is waiting." by Primo Levi in Drowned

But a punishment like forced labour or even imprisonment – mere loss of liberty – has never functioned without a certain additional element of punishment that certainly concerns the body itself: rationing of food, sexual deprivation, corporal punishment, solitary confinement … There remains, therefore, a trace of ‘torture’ in the modern mechanisms of criminal justice – a trace that has not been entirely overcome, but which is enveloped, increasingly, by the non-corporal nature of the penal system

So often, children are punished for being human. Children are not allowed to have grumpy moods, bad days, disrespectful tones, or bad attitudes, yet we adults have them all the time! We think if we don't nip it in the bud, it will escalate and we will lose control. Let go of that unfounded fear and give your child permission to be human. We all have days like that. None of us are perfect, and we must stop holding our children to a higher standard of perfection than we can attain ourselves. All of the punishments you could throw at them will not stamp out their humanity, for to err is human, and we all do it sometimes.

Today, criminal justice functions and justifies itself only by this perpetual reference to something other than itself, by this unceasing reinscription in non-juridical systems.

Punishment, then, will tend to become the most hidden part of the penal process. This has several consequences: it leaves the domain of more or less everyday perception and enters that of abstract consciousness; its effectiveness is seen as resulting from its inevitability, not from its visible intensity; it is the certainty of being punished and not the horrifying spectacle of public punishment that must discourage crime; the exemplary mechanics of punishment changes its mechanisms. As a result, justice no longer takes public responsibility for the violence that is bound up with its practice.

I want you to be afraid of making me angry…this will help you to remember how to behave.

The wrath of God is never an evil wrath. God gets angry because he loves people like a mother would love her child if someone were to harm it. There is something wrong if the mother never gets angry; it is safe to say that that is the unloving mother.

Exercise is the technique by which one imposes on the body tasks that are both repetitive and different, but always graduated. By bending behavior towards a terminal state, exercise makes possible a perpetual characterization of the individual...It thus assures, in the form of continuity and constraint, a growth, an observation, a qualification.

He who is subjected to a field of visibility, and who knows it, assumes responsibility for the constraints of power; he makes them play spontaneously upon himself; he inscribes in himself the power relation in which he simultaneously plays both roles; he becomes the principle of his own subjection.

Equating discipline with punishment is an unfortunate, but common misconception. The root word in discipline is actually disciple which in the verb form means to guide, lead, teach, model, and encourage. In the noun form disciple means one who embraces the teaching of, follows the example of, and models their life after.

See how you attempt to bring about change—both in yourself and in others—through the use of punishment and reward, through discipline and control, through sermonizing and guilt, through greed and pride, ambition and vanity, rather than through loving acceptance and patience, painstaking understanding and vigilant awareness.

it is important to understand the purpose of criticism. Criticism is not meant to punish, but rather to correct something that is preventing better results. The only goal of criticism or discipline is improvement. You must keep that in mind and try to the best of your ability to use tact.

You can't discipline the whole country." "Still," Moss said dreamily, "that's what must be done before they can ever accomplish anything.

When I look in the mirror... I know that I belong to him...that I will never be the same again. I've let him punish me...

The punishment must proceed from the crime; the law must appear to be a necessity of things, and power must act while concealing itself beneath the gentle force of nature.

Every conflict presents you with a choice. You can choose to view conflict as an opportunity to teach or as an opportunity to blame and punish.

with parenting there’s a long game and a short game. The aim of the short game is to make your children bearable to live with. Easy to transport. Well behaved in public places. In other words, to make your own life easier. And, yes, you can achieve that with punishments, with discipline, with a clip here and there. But the aim of the long game is to produce a good human being. And personally, I don’t believe that you need to play the short game in order to win the long game. I genuinely believe you can skip it. That it’s optional.

Not babies perhaps. But I know about young things. Foals, puppies, calves, piglets. Even hunting cats. I know if you want them to trust you, you touch them when they are small. Gently, but firmly, so they believe in your strength, too. You don't shout at them, or make sudden moves that look threatening. You give them good feed and clean water, and keep them clean and give them shelter from the weather. You don't take out your temper on them, or confuse punishment with discipline.

Judgment, then, is not an impersonal, legalistic process. It is a matter of love, and it is something we choose for ourselves. Nor is punishment a vindictive act. God's "curses" are not expressions of hatred, but of fatherly love and discipline. Like medicinal ointment, they hurt in order to heal. They impose suffering that is remedial, restorative, and redemptive. God's wrath is an expression of His love for His wayward children.

Okay?” Even if she deserved to be punished, he always let her know he cared about her.

One cannot prevent abuse through discipline, when abuse and discipline feel exactly the same.

The difference between punishment and discipline is a powerful child.

... one exists only when fixed in definite relations of domination ...

word “discipline” often evokes strong emotional reactions, particularly because it is often used synonymously with “punishment.” However, the original meaning of discipline is “to teach.

Our prevailing system of management has destroyed our people. People are born with intrinsic motivation, self-respect, dignity, curiosity to learn, joy in learning. The forces of destruction begin with toddlers—a prize for the best Halloween costume, grades in school, gold stars—and on up through the university. On the job, people, teams, and divisions are ranked, reward for the top, punishment for the bottom. Management by Objectives, quotas, incentive pay, business plans, put together separately, division by division, cause further loss, unknown and unknowable.

The chronicle of a man, the account of his life, his historiography, written as he lived out his life formed part of the rituals of his power. The disciplinary methods reversed this relation, lowered the threshold of describable individuality and made of this description a means of control and a method of domination.

Having been brought up in a serf-owner's family, I entered active life, like all young men of my time, with a great deal of confidence in the necessity of commanding, ordering, scolding, punishing, and the like. But when, at an early stage, I had to manage serious enterprises... I began to appreciate the difference between acting on the principle of command and discipline, and acting on the principle of common understanding... Men of initiative are required everywhere; but once the impulse has been given, the enterprise must be conducted, ...not in military fashion, but in a sort of communal way.

A utopia of judicial reticence: take away life, but prevent the patient from feeling it; deprive the prisoner of all rights, but do not inflict pain; impose penalties free of all pain. Recourse to psycho-pharmacology and to various physiological ‘disconnectors’, even if it is temporary, is a logical consequence of this ‘non-corporal’ penality. The

While it is positive for young black males and females to learn discipline and self-responsibility, those attitudes, values, and habits of being can be taught with pedagogical strategies that are liberatory, that do not rely on coercive control and punishment to reinforce positive behavior.

Too often we forget that “discipline” really means “to teach”—not “to punish.” A disciple is a student, not a recipient of behavioral consequences. When we teach mindsight, we take moments of conflict and transform them into opportunities for learning, skill building, and brain development.

Parents can raise children who are responsible, self-disciplined, and cooperative without relying on the weapon of fear; they can learn how to influence children to behave out of genuine consideration for the needs of parents rather than out of fear of punishment or withdrawal of privileges.

But even though disciplining yourself is sometimes diffcult and involves struggle, self-discipline is not self-punishment. It is instead an attempt to do what, prompted by the Spirit, you actually want in your heart to do.

Are you jealous?" She has a half-smile, a laugh waiting to escape. "No. Not jealous." I squeeze her to me, lifting her off the ground back onto her tip-toes. "Possessive. You belong to me." I push her away. "Take off that dress." I allow some anger into my voice. "Now!" She jumps in place a little and reaches behind her to unzip. I grab her shoulders and twist her around. Putting my hands at the base of her neck, I rip the dress down the middle, tearing the zipper apart. She half gasps, half cries out. "You won't be wearing that again.

But the punishment-body relation is not the same as it was in the torture during public executions. The body now serves as an instrument or intermediary: if one intervenes upon it to imprison it, or to make it work, it is in order to deprive the individual of a liberty that is regarded both as a right and as property. The body, according to this penality, is caught up in a system of constraints and privations, obligations and prohibitions. Physical pain, the pain of the body itself, is no longer the constituent element of the penalty. From being an art of unbearable sensations punishment has become an economy of suspended rights.

Some parents cannot distinguish between punishment and discipline. Anyone can punish a child and many parents do it out of frustration. Discipline requires time, patience, and love and may include some punishment. To punish children without discipline usually involves a parent who is frustrated and has turned to anger.

Do not make the spanking a joke. Don't make it playful. Give him proper corporal punishment. It starts by setting the right tone. Let him know why he is being disciplined. If there is not a specific infraction, just let him know you have noticed he has been stressed or uptight, and you have decided a spanking is appropriate.

Some historians have called lashings “discipline,” the term offered by slavery’s lawgivers and the laws they wrote, which pretended that masters who whipped were calmly administering “punishment” to “correct” lazy subordinates’ reluctance to work.

The discipline of the written word punishes both stupidity and dishonesty.

If you are tempted to “teach” your child by guilt, shame, or punishment, you will be creating discouraging beliefs that are difficult to reverse in adulthood.

Some people have never seen their fathers beat their mothers, only because their mothers are the ones who did or do the beating.

He that deserves to be slapped, should not be let go with a scolding.

It is ugly to be punishable, but there is no glory in punishing.

Discipline at the office had long been enforced by the use of three methods: the meeting of the first kind, the meeting of the second kind, and the meeting of the third kind.

I was more than aware of the Fair Game policy, which stipulates that anyone against Scientology “may be deprived of property or injured by any means by any Scientologist without any discipline of the Scientologist. May be tricked, sued or lied to or destroyed.” This policy essentially allows Scientologists to punish and harass “enemies” using any and all means necessary. The church has stated that this policy was canceled, but there is an exception: “If the person is an SP, this applies.

In the tradition of warriorship, to celebrate moment to moment is called discipline. Discipline is not a sense of oppression or being punished; it is freedom from our own self-perpetuating laziness.

Well, that's pretty much what the schools are like, I think: they reward discipline and obedience, and they punish independence of mind. If you happen to be a little innovative, or maybe you forgot to come to school one day because you were reading a book or something, that's a tragedy, that's a crime―because you're not supposed to think, you're supposed to obey, and just proceed through the material in whatever way they require. And in fact, most of the people who make it through the education system and get into the elite universities are able to do it because they've been willing to obey a lot of stupid orders for years and years―that's the way I did it, for example. Like, you're told by some stupid teacher, "Do this," which you know makes no sense whatsoever, but you do it, and if you do it you get to the next rung, and then you obey the next order, and finally you work your way through and they give you your letters: an awful lot of education is like that, from the very beginning. Some people go along with it because they figure, "Okay, I'll do any stupid thing that asshole says because I want to get ahead"; others do it because they've just internalized the values―but after a while, those two things tend to get sort of blurred. But you do it, or else you're out: you ask too many questions and you're going to get in trouble. Now, there are also people who don't go along-and they're called "behavior problems," or "unmotivated," or things like that. Well, you don't want to be too glib about it―there are children with behavior problems but a lot of them are just independent-minded, or don't like to conform, or just want to go their own way. And they get into trouble right from the very beginning, and are typically weeded out. I mean, I've taught young kids too, and the fact is there are always some who just don't take your word for it. And the very unfortunate tendency is to try to beat them down, because they're a pain in the neck. But what they ought to be is encouraged. Yeah: why take my word for it? Who the heck am I? Figure it out for yourself. That's what real education would be about, in fact.

Authentic Christianity and the world are by definition at odds. For most Americans, Christianity has been watered down and rendered innocuous, like so much fast food. It has become easy, upbeat, convenient, and compatible. It does not require self-sacrifice, discipline, humility, and otherworldly outlook, a zeal for souls, a fear as well as love of God. There is little guilt and no punishment, and the payoff in heaven is virtually certain.

The examination combines the techniques of an observing hierarchy and those of a normalizing judgement. It is a normalizing gaze, a surveillance that makes it possible to qualify, to classify and to punish. It establishes over individuals a visibility through which one differentiates them and judges them. That is why, in all the mechanisms of discipline, the examination is highly ritualized. In it are combined the ceremony of power and the form of the experiment, the deployment of force and the establishment of truth. At the heart of the procedures of discipline, it manifests the subjection of those who are perceived as objects and the objectification of those who are subjected. The superimposition of the power relations and knowledge relations assumes in the examination all its visible brilliance.

My mom never gave me an inch. Anytime I got in trouble it was tough love, lectures, punishment, and hidings. Every time. For every infraction. You get that with a lot of black parents. They’re trying to discipline you before the system does.

with parenting there’s a long game and a short game. The aim of the short game is to make your children bearable to live with. Easy to transport. Well behaved in public places. In other words, to make your own life easier. And, yes, you can achieve that with punishments, with discipline, with a clip here and there. But the aim of the long game is to produce a good human being.

at the outset it needs to be stressed that discipline means education. Discipline is essentially programmed guidance that helps people to develop internal self-control, self-direction, and efficiency. If it is to work, discipline requires mutual respect and trust. On the other hand, punishment requires external control over a person by force and coercion. Punishing agents seldom respect or trust the one punished.

Anarchism asserts the possibility of an organization without discipline, fear, or punishment and without the pressure of poverty: a new social organism, which will make an end to the struggle for the means of existence—the savage struggle which undermines the finest qualities in man and ever widens the social abyss. In short, anarchism strives towards a social organization which will establish well-being for all. [

42. If soldiers are punished before they have grown attached to you, they will not prove submissive; and, unless submissive, then will be practically useless. If, when the soldiers have become attached to you, punishments are not enforced, they will still be useless. 43. Therefore soldiers must be treated in the first instance with humanity, but kept under control by means of iron discipline. This is a certain road to victory. 44. If in training soldiers commands are habitually enforced, the army will be well-disciplined; if not, its discipline will be bad.

Girls like Mia and Shanice draw important connections between their desire to learn and their inability to do so in chaotic learning environments. Across the country, Black girls have repeatedly described “rowdy” classroom environments that prevent them from being able to focus on learning. They also described how the chaotic learning environment has, in some cases, led to their avoidance of school or to reduced engagement in school. In other situations, girls described contentious and negative interactions between teachers and students as the norm. In today’s climate of zero tolerance, where there are few alternatives to punishing problematic student behavior, the prevailing school discipline strategy, with its heavy reliance on exclusionary practices—dismissal, suspension, or expulsion—becomes a predictable, cyclical, and ghettoizing response.

Punishment of a less immediately physical kind, a certain discretion in the art of inflicting pain, a combination of more subtle, more subdued sufferings, deprived of their visible display, should not all this be treated as a special case, an incidental effect of deeper changes? And yet the fact remains that a few decades saw the disappearance of the tortured, dismembered, amputated body, symbolically branded on face or shoulder, exposed alive or dead to public view. The body as the major target of penal repression disappeared. By

You no longer watch TV, it is TV that watches you (live),” or again: “You are no longer listening to Don’t Panic, it is Don’t Panic that is listening to you”—a switch from the panoptic mechanism of surveillance (Discipline and Punish [Surveiller et punir]) to a system of deterrence, in which the distinction between the passive and the active is abolished. There is no longer any imperative of submission to the model, or to the gaze “YOU are the model!” “YOU are the majority!” Such is the watershed of a hyperreal sociality, in which the real is confused with the model, as in the statistical operation, or with the medium. …Such is the last stage of the social relation, ours, which is no longer one of persuasion (the classical age of propaganda, of ideology, of publicity, etc.) but one of deterrence: “YOU are information, you are the social, you are the event, you are involved, you have the word, etc.” An about-face through which it becomes impossible to locate one instance of the model, of power, of the gaze, of the medium itself, because you are always already on the other side.

The Christian up to his eyes in trouble can take comfort from the knowledge that in God’s kindly plan it all has a positive purpose, to further his sanctification. In this world, royal children have to undergo extra training and discipline which other children escape, in order to fit them for their high destiny. It is the same with the children of the King of kings. The clue to understanding all his dealings with them is to remember that throughout their lives he is training them for what awaits them, and chiseling them into the image of Christ. Sometimes the chiseling process is painful and the discipline irksome, but then the Scripture reminds us: “The Lord disciplines those he loves, and he punishes everyone he accepts as a son. Endure hardship as discipline; God is treating you as sons . . . No discipline seems pleasant at the time, but painful. Later on, however, it produces a harvest of righteousness and peace for those who have been trained by it” (Heb 12:6-7,11). Only the person who has grasped this can make sense of Romans 8:28, “All things work together for good to them that love God” (KJV); equally, only he can maintain his assurance of sonship against satanic assault as things go wrong. But he who has mastered the truth of adoption both retains assurance and receives blessing in the day of trouble: this is one aspect of faith’s victory over the world. Meanwhile, however, the point stands that the Christian’s primary motive for holy living is not negative, the hope (vain!) that hereby he may avoid chastening, but positive, the impulse to show his love and gratitude to his adopting God by identifying himself with the Father’s will for him.

Therefore, in your deliberations, when seeking to determine the military conditions, let them be made the basis of a comparison, in this wise: — 12. (1) Which of the two sovereigns is imbued with the Moral law? (2) Which of the two generals has most ability? (3) With whom lie the advantages derived from Heaven and Earth? (4) On which side is discipline most rigorously enforced? (5) Which army is stronger? (6) On which side are officers and men more highly trained? (7) In which army is there the greater constancy both in reward and punishment? 13. By means of these seven considerations I can forecast victory or defeat.

What has become of critique when someone as eminent as Stanley Fish, the “enemy of promises” as Lindsay Waters calls him, believes he defends science studies, my field, by comparing the laws of physics to the rules of baseball? What has become of critique when there is a whole industry denying that the Apollo program landed on the moon? What has become of critique when DARPA uses for its Total Information Awareness project the Baconian slogan Scientia est potentia? Didn’t I read that somewhere in Michel Foucault? Has knowledge-slash-power been co-opted of late by the National Security Agency? Has Discipline and Punish become the bedtime reading of Mr. Ridge?

Lan Xichen could restrain himself no longer. “Thirty-three lashes from the discipline whip!” he exclaimed. “All in one sitting. One per senior. You must know how painful the lashes are, and how long one must lie in bed to recover! After he stubbornly escorted you back to the Burial Mounds, he returned morosely on his own to receive his punishment. Do you know how long he kneeled before the Wall of Discipline?! When I went to check on him, I told him this: Wei-gongzi has already committed a grave crime. Why must you add to them? Yet he told me…that while he could not say whether your actions were right or wrong, he was willing to carry the burden with you, regardless.

I know you see me as some crazy old bitch nagging at you," she said, "but you forget the reason I ride you so hard and give you so much shit is because I love you. Everything I have ever done I've done from a place of love. If I don't punish you, the world will punish you even worse. The world doesn't love you. If the police get you, the police don't love you. When I beat you, I'm trying to save you. When they beat you, they're trying to kill you.

Formerly these harsh cells in which the discipline of the prison leaves the condemned to himself were composed of four stone walls, a ceiling of stone, a pavement of tiles, a camp bed, a grated air-hole, a double iron door, and were called "dungeons" ; but the dungeon has been thought too horrible; now it is composed ofan iron door, a grated air-hole, a camp bed, a pavement of tiles, a ceiling of stone, four stone walls, and it is called "punishment cell.

Profane oaths, cursings and execrations (forbidden in any event by the second Article of War) were laid aside or modified, and it was pleasant to hear the bosun cry 'Oh you . . . unskilful fellow' when a hand called Faster Doudle, staring aft at Mrs Fielding, dropped a marline-spike from the maintop, very nearly transfixing Mr Hollar's foot. Punishment, in the sense of flogging at the gangway, was also laid aside; and though this was of no great consequence in a ship that so very rarely saw the cat, the general sense of relaxation and indulgence might have done great harm to discipline to the Surprise had she not had an exceptional ship's company. She always had been a happy ship; now she was happier still; and it occurred to Stephen that a really handsome, thoroughly good-natured but totally inaccessible young woman, changed at stated intervals, before familiarity could set in, would be a very valuable addition to any man-of-war's establishment.

But the body is also directly involved in a political field; power relations have an immediate hold upon it; they invest it, mark it, train it, torture it, force it to carry out tasks, to perform ceremonies, to emit signs. The political investment of the body is bound up, in accordance with complex reciprocal relations, with its economic use; it is largely as a force of production that the body is invested with relations of power and domination; but, on the other hand, its constitution as labour power is possible only if it is caught up in a system of subjection (in which need is also a political instrument meticulously prepared, calculated and used); the body becomes a useful force only if it is both a productive body and a subjected body. This subjection is not only obtained by the instruments of violence or ideology; it can also be direct, physical, pitting force against force, bearing on material elements, and yet without involving violence; it may be calculated, organized, technically thought out; it may be subtle, make use neither of weapons nor of terror and yet remain of a physical order.

When leaders confront you, allow them. When leaders criticize you, permit them. When leaders annoy you, tolerate them. When leaders oppose you, debate them. When leaders provoke you, challenge them. When leaders encourage you, appreciate them. When leaders protect you, value them. When leaders help you, cherish them. When leaders guide you, treasure them. When leaders inspire you, revere them. When leaders fail you, pardon them. When leaders disappoint you, forgive them. When leaders exploit you, defy them. When leaders abandon you, disregard them. When leaders betray you, discipline them. When leaders regard you, acknowledge them. When leaders accommodate you, embrace them. When leaders favor you, esteem them. When leaders bless you, honor them. When leaders reward you, promote them. When your leaders are weak, uphold them. When your leaders are discouraged, comfort them. When your leaders are disappointed, strengthen them. When your leaders are defeated, encourage them. When your leaders are dejected, revitalize them. When your leaders are strong, approve them. When your leaders are brave, applaud them. When your leaders are determined, extol them. When your leaders are persevering, endorse them. When your leaders are fierce, exalt them. When your leaders are abusive, rebuke them. When your leaders are manipulative, chastise them. When your leaders are corrupt, punish them. When your leaders are evil, imprison them. When your leaders are tyrannical, overthrow them. When your leaders are considerate, receive them. When your leaders are compassionate, welcome them. When your leaders are appreciative, love them. When your leaders are generous, praise them. When your leaders are kind, venerate them. When your leaders are clever, keep them. When your leaders are prudent, trust them. When your leaders are shrewd, observe them. When your leaders are wise, believe them. When your leaders are enlightened, follow them. When your leaders are naive, caution them. When your leaders are shallow, teach them. When your leaders are unschooled, educate them. When your leaders are stupid, impeach them. When your leaders are foolish, depose them. When your leaders are able, empower them. When your leaders are open, engage them. When your leaders are honest, support them. When your leaders are impartial, respect them. When your leaders are noble, serve them. When your leaders are incompetent, train them. When your leaders are unqualified, develop them. When your leaders are dishonest, admonish them. When your leaders are partial, demote them. When your leaders are useless, remove them.

Many people feel strongly that strictness and punishment work. I agree. I would never say that punishment does not work. Punishment does work in that it usually stops misbehavior immediately. But what are the long-term results? We are often fooled by immediate results. Sometimes we must beware of what works when the long-term results are negative. The long-term results of punishment are that children usually adopt one or all of the Four R’s of Punishment: The Four R’s of Punishment Resentment—“This is unfair. I can’t trust adults.” Revenge—“They are winning now, but I’ll get even.” Rebellion—“I’ll do just the opposite to prove I don’t have to do it their way.” Retreat: Sneakiness—“I won’t get caught next time.” Reduced self-esteem—“I am a bad person.

The charge that Anarchism is destructive, rather than constructive, and that, therefore, Anarchism is opposed to organization, is one of the many falsehoods spread by our opponents. They confound our present social institutions with organization; hence they fail to understand how we can oppose the former, and yet favor the latter. The fact, however, is that the two are not identical. “The State is commonly regarded as the highest form of organization. But is it in reality a true organization? Is it not rather an arbitrary institution, cunningly imposed upon the masses? “Industry, too, is called an organization; yet nothing is farther from the truth. Industry is the ceaseless piracy of the rich against the poor. “We are asked to believe that the Army is an organization, but a close investigation will show that it is nothing else than a cruel instrument of blind force. “The Public School! The colleges and other institutions of learning, are they not models of organization, offering the people fine opportunities for instruction? Far from it. The school, more than any other institution, is a veritable barrack, where the human mind is drilled and manipulated into submission to various social and moral spooks, and thus fitted to continue our system of exploitation and oppression. “Organization, as WE understand it, however, is a different thing. It is based, primarily, on freedom. It is a natural and voluntary grouping of energies to secure results beneficial to humanity. “It is the harmony of organic growth which produces variety of color and form, the complete whole we admire in the flower. Analogously will the organized activity of free human beings, imbued with the spirit of solidarity, result in the perfection of social harmony, which we call Anarchism. In fact, Anarchism alone makes non-authoritarian organization of common interests possible, since it abolishes the existing antagonism between individuals and classes. “Under present conditions the antagonism of economic and social interests results in relentless war among the social units, and creates an insurmountable obstacle in the way of a co-operative commonwealth. “There is a mistaken notion that organization does not foster individual freedom; that, on the contrary, it means the decay of individuality. In reality, however, the true function of organization is to aid the development and growth of personality. “Just as the animal cells, by mutual co-operation, express their latent powers in formation of the complete organism, so does the individual, by co-operative effort with other individuals, attain his highest form of development. “An organization, in the true sense, cannot result from the combination of mere nonentities. It must be composed of self-conscious, intelligent individualities. Indeed, the total of the possibilities and activities of an organization is represented in the expression of individual energies. “It therefore logically follows that the greater the number of strong, self-conscious personalities in an organization, the less danger of stagnation, and the more intense its life element. “Anarchism asserts the possibility of an organization without discipline, fear, or punishment, and without the pressure of poverty: a new social organism which will make an end to the terrible struggle for the means of existence,—the savage struggle which undermines the finest qualities in man, and ever widens the social abyss. In short, Anarchism strives towards a social organization which will establish well-being for all. “The germ of such an organization can be found in that form of trades unionism which has done away with centralization, bureaucracy, and discipline, and which favors independent and direct action on the part of its members.

Something refused to come into focus in my thinking. Indistinctly, as though in a fog, shapes moved toward me and retreated just beyond cognition. But that getting a hold of things is the uncertainty. As the Tractatus says right at the beginning, “The world is everything that is the case.” It seemed as though the Mammy≈Divas® were just like Steve Jobs, trying to have reality bent to their own wills. Objectively, the iPhone was a muddle of mysticism and logic—breakable glass, non-ergonomic design, lousy battery life, lousy irreplaceable battery, lousy headphone jack, lousy virtual keyboard, lousy email, lousy memory, lousy lice, etc., etc, and an interface that you had to adapt to by pretending as an article of faith that no adaptation was required. The Mammy≈Divas® promised a seamless racial interface—eternal blackness ordered and majestic. They put a benign face on their lust for panoptic power. They promised to discipline and punish with pancakes.

Lincoln’s liberal use of his pardoning power created the greatest tension between the two men (Lincoln and Edwin Stanton, Secretary of War). Stanton felt compelled to protect military discipline by exacting proper punishment for desertions or derelictions of duty, while Lincoln looked for any “good excuse for saving a man’s life.” When he found one, he said, “I go to bed happy as I think how joyous the signing of my name will make him and his family and his friends.” Stanton would not allow himself such leniency. A clerk recalled finding Stanton one night in his office, “the mother, wife, and children of a soldier who had been condemned to be shot as a deserter, on their knees before him pleading for the life of their loved one. He listened standing, in cold and austere silence, and at the end of their heart-breaking sobs and prayers answered briefly that the man must die. The crushed and despairing little family left and Mr. Stanton turned, apparently unmoved, and walked into his private room.” The clerk thought Stanton an unfeeling tyrant, until he discovered him moments later, “leaning over a desk, his face buried in his hands and his heavy frame shaking with sobs. ‘God help me to do my duty; God help me to do my duty!’ he was repeating in a low wail of anguish.” On such occasions, when Stanton felt he could not afford to set a precedent, he must have been secretly relieved that the president had the ultimate authority.

Groupies and hangers-on somehow fancy themselves entitled to the narcissist’s favour and largesse, his time, attention, and other resources. They convince themselves that they are exempt from the narcissist’s rage and wrath and immune to his vagaries andabuse . This self-imputed and self-conferred status irritates the narcissist no end as it challenges and encroaches on his standing as the only source of preferential treatment and the sole decision-maker when it comes to the allocation of his precious and cosmically significant wherewithal. The narcissist is the guru at the centre of a cult. Like other gurus, he demands complete obedience from his flock: his spouse, his offspring, other family  members, friends, and colleagues. He feels entitled to adulation and special treatment by his followers. He punishes the wayward and the straying lambs. He enforces discipline, adherence to his teachings, and common goals. The less accomplished he is in reality – the more stringent his mastery and the more pervasive the brainwashing. Cult leaders are narcissists who failed in their mission to "be someone", to become famous, and to impress the world with their uniqueness, talents, traits, and skills. Such disgruntled narcissists withdraw into a "zone of comfort" (known as the "Pathological Narcissistic Space") that assumes the hallmarks of a cult. The – often involuntary – members of the narcissist's mini-cult inhabit a twilight zone of his own construction. He imposes on them an exclusionary or inclusionary shared psychosis, replete with persecutory delusions, "enemies", mythical-grandiose narratives, and apocalyptic scenarios if he is flouted. Exclusionary shared psychosis involves the physical and emotional isolation of the narcissist and his “flock” (spouse, children, fans, friends) from the outside world in order to better shield them from imminent threats and hostile intentions. Inclusionary shared psychosis revolves around attempts to spread the narcissist’s message in a missionary fashion among friends, colleagues, co-workers, fans, churchgoers, and anyone else who comes across the mini-cult. The narcissist's control is based on ambiguity, unpredictability, fuzziness, and ambientabuse . His ever-shifting whims exclusively define right versus wrong, desirable and unwanted, what is to be pursued and what to be avoided. He alone determines the rights and obligations of his disciples and alters them at will.

In any case, it is not as if the ‘light’ inspection is in any sense preferable for staff than the heavy one. The inspectors are in the college for the same amount of time as they were under the old system. The fact that there are fewer of them does nothing to alleviate the stress of the inspection, which has far more to do with the extra bureaucratic window-dressing one has to do in anticipation of a possible observation than it has to do with any actual observation itself. The inspection, that is to say, corresponds precisely to Foucault’s account of the virtual nature of surveillance in Discipline And Punish. Foucault famously observes there that there is no need for the place of surveillance to actually be occupied. The effect of not knowing whether you will be observed or not produces an introjection of the surveillance apparatus. You constantly act as if you are always about to be observed. Yet, in the case of school and university inspections, what you will be graded on is not primarily your abilities as a teacher so much as your diligence as a bureaucrat. There are other bizarre effects. Since OFSTED is now observing the college’s self-assessment systems, there is an implicit incentive for the college to grade itself and its teaching lower than it actually deserves. The result is a kind of postmodern capitalist version of Maoist confessionalism, in which workers are required to engage in constant symbolic self-denigration. At one point, when our line manager was extolling the virtues of the new, light inspection system, he told us that the problem with our departmental log-books was that they were not sufficiently self-critical. But don’t worry, he urged, any self-criticisms we make are purely symbolic, and will never be acted upon; as if performing self-flagellation as part of a purely formal exercise in cynical bureaucratic compliance were any less demoralizing.

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.