The chapter analyses the issue of legitimacy in punishment in general, but it also includes elements that are pertinent to informal and formal punishment of children in the school system. The question of legitimacy of punishment on the one hand covers the philosophical-ethical component (the immanent legitimacy of the system), and on the other hand the perceptual component (how legitimacy of the system is perceived). The latter is most relevant for administering educational measures in the school system, since an understanding and acceptance of the purpose of the measure represents the assumption on the basis of which it can be effective in the first place.
COBISS.SI-ID: 3137002
The author analyses understanding of punishment that tries to reconcile utilitarian and expressive functions of punishment. Such understanding of punishment does not affect the legal punishment only, but reflects the punishment as social institution. The author shows that positive general prevention has recently gained popularity and is usually deemed to be a more progressive idea than negative general prevention. At the same time the author points out the shadow sides of unreflected acceptance of positive general prevention, especially the danger of apologetic acceptance of social norms, such as they are.
COBISS.SI-ID: 1908046