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www.ijcspub.org © 2023 IJCSPUB | Volume 13, Issue 2 April 2023 | ISSN: 2250-1770
IJCSP23B1124
International Journal of Current Science (IJCSPUB) www.ijcspub.org
30
A Study On The Influence Of Corporal
Punishment In Teacher-Student Relationship In
The State Of West Bengal
Arpan Das1
Assistant Professor,
Katwa College, Department of B.Ed.,
Katwa, Purba Bardhaman
Dr. Rajiba Lochan Mohapatra2
Assistant Professor
The University of Burdwan
Abstract: The RTE Act, 2009 was introduced to eliminate child labour and corporal punishment in schools
and safeguarding the rights of children through a free and compulsory education policy. Before RTE Act,
CPCR 2005 was introduced in Indian Parliament and it became operational under The Ministry of Women
and Child Development, Govt. of India in 2007. After that, the Central Govt. introduced POSCO Act, 2012,
under which a child is defined as any one belonging under the age of eighteen. It gave the strength and
empowerment to the disadvantaged and under-aged citizens like women and children in their eco-system.
Very recently National Education Policy, 2020 was introduced in Indian Educational context. To identify
and eliminate the gap between inequality and social justice it is necessary for the schools to ensure a
harassment free, discrimination free and dominance free environment. NEP 2020 is a step ahead in
protecting the fundamental rights of children. It ensures a strong, vibrant public educational eco-system
under which a child can grow with his full potential. Further, NEP, 2020 provides a “Light but Tight”
regulatory framework through which transparency, integrity and efficiency are ensured and a certain amount
of autonomy, empowerment and de-centralization of power is provided to the pupil to enjoy a hassle free,
punishment free environment.
Key Words: RTE Act, NCPCR Act, Tort, Torture, Abuse
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1. Introduction:
Corporal punishment is one of the major issues found in our society. The history of punishment was not as
same as it is today now. In India, based on some philosophical and social justification it is formed to control
the peace and prosperity of the state. State is the supreme authority and monarchy was the system of
government prevailing in this age and to have control over the people. Our ancient society has created some
authoritative posts likely the term Rajan which refers the position of the king with extreme supremacy. In
India, the king was viewed like an ultimate position of justice or the justice himself in history. He is
believed to be a messenger of God. His duty is to protect his people and in return he receives royal
obedience from the people. King has the authorship to punish or prize somebody for the sake of Dharman.
Dharman, is the way to see ourselves in an ethical or moral way. As a form of justice, Dharman is the
central thing of the state that is to be maintained by the king.
Actually, the history of human existence was written in a modest way which mostly tried to eliminate those
inhumane tendencies from their origin of living hood; but, as a matter of fact, human existence exercised
those inhumane from decades— it focused on those kingly tales that were written by blood; the story of
victory and conquer amused us; and those who suffered from loss or pain, those who are buried drastically,
were removed. History is still not a place for losers; even it never promotes the defeater’s perspective— it
only promotes the story of the conqueror or those who got authority of their slaves.
In 1954, in the journal named ‘Philosophy’, Antony Flu wrote an essay on “The Justification of
Punishment”. In this essay he gave us a detail description of punishment. In every form of punishment
there always exists an evil concept and this concept is also related to that particular person who is being
accused for doing some unethical deeds. Punishment is always given for some wrong deeds. During
punishment all those logic, evidence are set to prove the accused person as a wrong one. If, in reality, he has
not done such thing but accused as a criminal, the form of punishment will treat him like a criminal.
The person who gives punishment, may be the king or the judge, should be human. If some people are being
died by some natural calamities like earth quake or drought, should not be treated as punishment because
punishment should be given by a person, not by the nature. Punishment should be given by a particular
institution; by breaking the code of conduct of that institution, the person who committed such thing, would
be punished by that particular institution, not by any others. Punishment is given for disobeying some
system of rules which has been set by an organization or by the state or king. Only the concerned authority
has the right of giving punishment, not by any others.
So, according to Flu ‘punishment’ is somehow associated with a system of rules by which a particular code
of conduct is generated and the norms and procedure of punishment is maintained.
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2. Rationale for the study:
Corporal punishment is an evil practice conducted in a form of Danda. Now a day, it has become essential
part of school education system. Punishment is used as a form of authorship through which somebody has to
satisfy the justice. In schools, many negative examples are seen where so many students left their institution
fearing the harm of corporal practice. Moreover, it impacted on the very easy and spontaneous relationship
between teacher and student. For this reason, laws like NCPCR or CPCR and RTE Act are introduced to
minimize this type of evil practices and make educational institutions free and open to the learners. In
society and schools, the response regarding implications these laws are mixed.
Our current study is an initiative to understand the current condition of teacher-student relationship after the
implications of CPCR Act and RTE Act.
3. Objectives:
1. To understand the influence of corporal punishment on society and individual life.
2. To understand the relationship between student-teacher after implementation of NCPCR Act, 2005
and RTE, 2009.
3. To understand the relevance of punishment in child education in the light of NCPCR Act, 2005 and
RTE, 2009.
4. Research Questions:
1. What is the influence of corporal punishment on society and individual life?
2. What is the relationship between student-teacher after implementation of NCPCR Act, 2005 and
RTE, 2009?
3. What is the relevance of corporal punishment in child education in the light of after implementation
of NCPCR Act, 2005 and RTE, 2009?
5. Methodology:
Our recent study is a qualitative research process. Qualitative research is open and flexible. Everything is
done in this type of research by following the importance of the subject matter. The data collection process
and the content elements can be changed if needed. Generally in Qualitative research, the researcher collects
his data by observation, interview etc.
, an interview is taken from experts like Prof. Dr. Kamal Krishna Dey, Prof. Dr. Tarak K. Pan and Prof Dr.
Dulal. Mukhopadhyay. Prof. Dey worked more than 45 years in colleges and served West Bengal Govt. for
years. Prof. Pan was associated with Visva-Bharati University and he is also associated with many other
universities. Prof. Mukhopadhyay is associated with teaching profession for more than 53 years. He was
associated with NAAC, NCTE, NCERT and RCEI. All their statements are necessary to understand the
current situation of School education structure and the necessity or denial of punishment in Schools. Beside
all these, we have taken opinion from School Teachers all over the West Bengal to understand their opinion
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on School discipline programme and the importance or unworthiness of punishment. The opinion of school
teachers are taken about the implication of RTE and NCPCR and its influence on Teacher-Student
relationship. In this analytical process the steps are provided as i) Specifying the problem ii) sampling iii)
choosing units for analysis and iv) Category construction.
To have the clear view of this research we have an interviewed some Resource Persons and side by side, we
have taken feedback from the in-service school teachers. Selection of School teachers is random.
5.1 Sampling:
The participants are purposefully selected because of their unique expertise in opinion in their respective
fields. The researcher conducted an interview using an interview schedule for the expert and met them
personally and he also made a close-ended questionnaire for the in-service teachers of West Bengal about
their opinion on corporal punishment. Questionnaires were sent via email, Whatsapp, Facebook Messenger
and personally to the prospective participants asking them whether they are interested in participating in this
particular research. The researcher contacted with each participant.
In case of interview the researcher met the experts at a convenient location and time. Prior to the interview
the researcher ask the participants to fill up a demographic form of relevant background data.
Purposeful sample was taken for the recruitment of participants for this study. Purposeful sampling is
commonly used in qualitative research. It involves selecting research participants according to the needs of
the study. In this case, the researcher had chosen participants who can give a richness of information that is
suitable for the detailing in research. The selection criteria for inclusion were professional who could
articulate their experiences.
5.2 Data Collection Procedure:
The data collection procedure was conducted mainly in two ways. Firstly, the researcher took help of those
books, papers and research works which are inevitable to study the philosophical history of punishment. In
this case, both primary and secondary source of data was taken into account. Then, a second approach
developed to study the essentiality and impact of RTE and NCPCR on student-teacher relationship. In this
case, both written Questionnaire and Interview were used to obtain data. Questionnaires were sent to the
recipient personally or via e-mail or other social networking communicator like Whatsapp and Facebook
Messenger. Upon review of the questionnaire a follow-up programme was conducted by taking interview of
the expert. There he is asked to elaborate his ideas that they has stated in the questionnaire. The researcher
used a non-directive way accompanied by both open-ended and close-ended questions. Directive style is
used when the researcher need to get more specification from the expert.
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6. Analysis & Interpretations:
6.1 Data Processing: “Once the data have been organized, the researcher can move to the second stage in
data analysis, description. The researcher describes the various pertinent aspects of the study including the
setting, both temporally and physically; the individuals being studied; the purpose of any activities
examined; the viewpoints of participants; and the effects of any activities on the participants (Best, J.W. &
Khan, J.V., p-270)”.
6.2 Checking and editing of data:
After collected the questionnaires and interview we have checked all the data collected. In questionnaire
most of the answers were given via tick mark but there are some other questionnaires where in a particular
question (Question no. 26) teachers marked an extra option by themselves as a rejection of that option or
they skipped the question because the question does not allow one more option against corporal punishment.
Actually from their point of view corporal punishment is completely deniable. The number of teachers is 11
who rejected Question no 26. So, while percentages the numbers only for question no 26 we have percentile
it by taking total no 39.
The researcher has taken an open-ended interview from the resource persons. During this interview all the
data were transcribed and formed and after transcription of the gathered data. During transcription data were
put into code depending on the formulation of meaning.
6.3 Coding of data:
“Coding is translating answers into numerical values or assigning numbers to the various categories of a
variable to be used in data analysis. Coding is generally done while preparing while preparing the questions
and before finalizing the questionnaires and interview schedules” (Ahuja, 306).
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Coding and percentage of teacher’s response:
Quest
ion
no.
Question
Code
Response
Percentage
1
Employment
status
Part-time
Full-time
Contractual
2
48
0
4%
96%
0%
2
Level of Formal
Education
Graduation
Masters
Higher than Masters
2
46
2
4%
92%
4%
3
Experience in
Teaching
Less than 5 yrs.
5-10 yrs.
More than 5 yrs.
0
35
15
0%
70%
30%
4
Experience of
punishment in
School life
Yes
Can’t remember
No
12
10
28
24%
20%
56%
5
Response about
those teachers
who hits
I did nothing
punishable
I deserved it.
They hit intentionally
32
14
4
64%
28%
8%
6
Stand against
teacher during
student life
Hate
Moderately hate
Don’t hate
15
6
29
30%
12%
58%
7
Present
experience of the
relevance of the
past punishment
Agree
Not completely
agreeing nor
disagreeing
Disagree
14
14
22
28%
28%
44%
8
Teacher-student
relationship in
the past
Better
No change
Not better
38
8
4
76%
16%
8%
9
Fear of
punishment as a
Yes
Depends
8
31
16%
62%
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factor to become
friendly with
teachers
No
11
22%
10
Punishment as
motivation in
learning
Yes
Often
No
17
23
10
34%
46%
20%
11
Remembrance of
School Teachers
Love & respect
Hate & fear
Both
32
2
16
64%
4%
32%
12
Inspiring
teachers
Who love and make
jokes
Who loves and
Punishes
Who punishes
26
24
0
52%
48%
0%
13
Inspiring
teachers at
present
Who love and make
jokes
Who loves and
Punishes
Who punishes
26
24
0
52%
48%
0%
14
Interaction with
students inside
the classroom
Very much
Often
Never
39
11
0
78%
22%
0%
15
Response in
classroom
Very much
Often
Never
32
17
1
64%
34%
2%
16
Student’s
attendance
during class
Obviously
Generally
Not at all
42
8
0
84%
16%
0%
17
Overall
experience in
Classroom
Very good
Average
Very sad
40
10
0
80%
20%
0%
18
Overall
experience
outside the
Very good
Average
Very sad
32
18
0
64%
36%
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classroom
0%
19
Discipline
maintaining
Strictly
Moderately
Never
8
42
0
16%
84%
0%
20
Necessity of
Corporal
Punishment in
School
Very strongly
Moderately
Never
1
19
30
2%
38%
60%
21
While students
are disobeying
Hit him
Ask him why and
punish physically
Ask him why and
punish but not
physically
1
6
43
2%
12%
86%
22
Using sticks in
maintaining
discipline
Strongly agree
Moderately agree
Strongly disagree
3
11
36
6%
22%
72%
23
Need of corporal
punishment for
moral
upbringing
Agree
Neither agree nor
disagree
Never
2
34
14
4%
68%
28%
24
Discipline
without
punishment
Agree
Confused
Never
38
8
4
76%
16%
8%
25
Reason of
Punishment
Students break moral
instructions
Loosing temper
Never punish
20
0
30
40%
0%
60%
26
Preferable mode
of punishment
Physical
Mental
Both
5
26
8
12.82
%
66.66
%
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20.51
27
Parent’s
Concern on
punishment
Very much
Moderately
No
38
10
2
76%
20%
4%
28
Reason of
complaining
against teacher
by parents
Love and Strict to
discipline
Love and easiness
Only love
34
9
7
68%
18%
14%
29
Fear of teacher-
parent meeting
Yes
Moderately
No
4
3
43
8%
6%
86%
30
Withdrawal
from punishing
students
Because of parent’s
complain
Student’s not so
changed attitude
Teachers don’t want
problems
2
27
21
4%
54%
42%
31
Effect of RTE &
NCPCR on
Teacher-student
relationship
Strongly agree
Moderately agree
No, completely
disagree
14
35
1
28%
70%
2%
32
Teachers are
more
professional than
passionate
Strongly agree
Moderately agree
Disagree
4
35
1
8%
70%
2%
33
Legal matters
distracting to do
jobs passionately
True
Quite true
No
9
22
19
18%
44%
38%
34
Involvement of
corporal
punishment
Agree
Wants other like
psychological
punishment
No
5
14
31
10%
28%
62%
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35
Abolition of
RTE & NCPCR
Yes
Some are useful, some
should be abolished.
No
1
28
21
2%
56%
42%
Chart 1.1 Coding and percentage of teacher’s response
During the setting of our questionnaire and interview schedule we have coded our questionnaire and
interview schedule which were after that minimized and further categorized in three major sections:
1. Student life experience about punishment
2. Professional reaction regarding punishment and
3. Opinion on NCPCR, 2008 and RTE, 2009
6.4 Formulation of meaning from Questionnaire:
To have the answer we have conducted interviews with our experienced Resource persons. Dr. Kamal
Krishna Dey, Dr. Tarak Kumar Pan and Dr. Dulal Mukhopadhyay were taken into account in our research
programme. They all are very experienced in their respective fields. Their statements regarding corporal
punishment are differed with occasionally with each-other as well as with the teachers whom I interviewed
for opinion.
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At first we would learn what our resource persons stated in their respective interview:
Question
Response
Dr. Kamal
K. Dey
Response
Dr. Tarak. K.
Pan
Response
Dr. Dulal
Mukhopadhyay
Remarks
1. How long have you been
in teaching profession?
45 years
30 years
More than 53
years
2. By which profession you
have started your career?
Teaching
Teaching
Teaching
3. Tell me about your
journey as a teacher and
your current position as
an administrator.
He started his
career as a
Teacher then
become
administrator.
He started his
career as a
teacher and
continued till
his retirement.
He started his
career as a
teacher and then
became aligned
with NAAC,
NCTE, NCERT,
RCEI etc.
All three of them
are much
renounced in their
respective filed.
B.1. Have you ever been
punished in your school
life? If you are punished
then how it felt?
Actually he
didn’t get
punished in
his school
life.
Once
punished by
his Sanskrit
teacher.
During his
college life
he involved
in argument
with his
Physics
Not at all.
Yes, in primary
school he was
punished
because of his
spelling mistake
in Bengali
subject.
All three of them
became excited to
discuss about
their childhood
memories.
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teacher. But
his teacher
was wrong.
What was your
response about
those of your
teachers who hit
you and your
friends?
He was not
punished
physically
but who is
punishes his
students is
unjustified.
He believes
punishment is
not necessary
for the cordial
relationship
between
student and
teacher.
Not bad at all.
He thinks he did
a mistake. So, it
was appropriate
response from
his teacher’s
end.
At present do you
think that they did
the right thing?
They did not.
Actually it
depends.
Physical
punishment
is wrong but
punishment
is necessary
to maintain
class
disciplined.
He thinks it is
not necessary.
Those who hit
their students
are arrogant.
He thinks his
teacher did the
right thing.
All three of them
are not agreed on
this point. Prof.
Dey thinks
beating a student
is wrong; Prof
Pan believes
nearly the same
but Prof.
Mukhopadhyay’s
opinion is
different in this
regard.
How lovely was the
teacher-student
relationship in
your time?
It was good.
At least, they
are not
materialistic
like today.
They were
dedicated.
They
involved in
schools but
modern
teachers are
It was
beautiful. At
that time,
teachers were
not very dutiful
and didn’t
emphasize on
salary.
It was very
good. Most of
his teachers
behaved like his
parents.
In this regard, all
of their opinions
are just alike.
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more
involved in
money-
making and
tuitions.
Distance is a
factor but
they are
paying
house-rents.
They should
live nearer to
School.
Was the fear of
punishment a
factor to become
friendly with
teachers?
He doesn’t
think so.
Yes, it creates a
state of
uneasiness.
Sometimes but
not always.
All three of them
are differed in
their opinion.
Prof. Dey didn’t
fell such a way;
Prof Pan viewed
it as a negative
one and Prof.
Mukhopadhyay
talked about both
of the sides.
Did it engage you
in learning?
No.
Punishment
is extrinsic.
So, it cannot
go far in
changing
learning
behaviour.
In his opinion,
it occurs
occasionally.
In his opinion, it
engages him in
learning.
All three of them
are differed in
opinions.
7. What reminds you
mostly about your
teachers?
Dedication.
His teachers
were loving
and
He respects their
teachers for their
dedications.
Mostly, their
views are alike.
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affectionate to
their students.
What kind of
teacher inspired
you during your
school life?
Teachers who
are not highly
educated are
more
involved in
schools.
Qualification
and
dedication
are not like
the same.
Teachers who
perform their
duty inspire
him.
Teachers who
love their
students, cares
for them are
inspiring to him.
c.
1. Being a Teacher/
Administrator engaged in
School Education, how
often do you interact with
students?
In his 45
years of
experience he
can’t
remember a
single day
without
interaction
with students.
He always
interacted with
his students
and they are
given
directions
whenever they
are in need may
contact with
him.
Still now, every
day his students
call him.
Whenever, he
gets opportunity
to interact with
his students, he
engaged with
them.
All of them are
alike.
2. What is your overall
experience about School
Education? Do you think
it is improving?
Quantity is
extending but
the quality is
not
improving
subsequently.
Every student
should get their
freedom
according to
their own
space. It is
lacking in such
a way of not
having a clear
cut rules and
regulations.
According to
him, the
situation of
school education
is very bad.
Their views are
differed but came
to a single point
that the condition
of school
education is
deteriorating.
3. What do you require to
maintain proper discipline
Punishment
is necessary.
There must be
rules and
regulations for
Discipline
should be
maintained from
Prof. Dey
supports
punishment while
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in Schools?
There are
several types
of
punishments
in schools but
corporal
punishment
should be
prohibited.
everyone
associate with
the institution.
both inside and
outside. He
stressed over
intrinsic and
extrinsic
discipline.
Prof.
Mukhopadhyay
stressed over both
internal and
external
discipline and
Prof. Pan stressed
over intrinsic
discipline.
4. Did you ever punish
your student?
He generally
does not
prefer
punishment.
If his
students
disobey him
he uses some
sort of
punishment
but that was
not physical.
He never
punished his
students but he
follows rules
and believes it
is enough if his
students follow
it rightfully.
Sometimes he
did punish his
students. Once
he used hand to
take control over
his one of the
indiscipline
students.
Prof. Dey and
prof.
Mukhopadhyay is
a mute supporter
of punishment
while Prof. Pan
refused it.
5. What about your
opinion on Corporal
Punishment? Please
explain.
Corporal
punishment
is used by
those
teachers who
are mentally
sick and ill.
Corporal
punishment is
not healthy for
the teacher-
student
relationship.
Corporal
punishment
should be
removed from
the institutions
but according to
him it is
essential
sometimes.
All of them are
against of any
kind of corporal
punishment but,
in case of Prof.
Mukhopadhyay—
his view is quite
contrasting in this
regard.
6. Some says that using
sticks are helpful to
maintain discipline and
some are contrasting this
view—in which side your
opinion will go to and
Teachers who
are incapable
to handle,
generally
they uses
According to
him, sticks are
not essential. If
the teacher
satisfy his
students
If a student
becomes
uncontrollable
punishment
becomes
necessary. So,
All three of them
viewed the entire
thing differently.
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45
why?
sticks.
Teachers are
not ring-
masters that
they have to
control
animals.
morally and
intellectually
sticks will be
useless.
sometimes
sticks are useful.
7. Now, you are watching
this School Education
System very closely. What
do you want to change?
Teaching
process
should
involve
innovation
and use what
they have at
their nearer
places as
learning
materials.
Dedication is
needed.
School
Education
System has to
provide more
time for
teacher-
student
interaction.
Due to
improper
system the
entire
educational
process is at a
stake. The goal
of education is
not getting
fulfilled by the
output of
educational
system. So, the
process and
administration
of education
must be
changed.
Due to poor
administration
and
infrastructure
the entire
educational
system is at risk.
Dishonesty of
men is
disrupting the
whole process.
So, it should be
changed.
Their responses
are differed in
words but sound
similar in
opinion. A sense
of dissatisfaction
is under toned
here.
1.
Courts are
involved in School
Education— do
you think a
He has no
problem
whether it is
Indian or
Western.
Courts are
also parts of
According to
him, in some
situation it is
correct.
Without
judging the
western
According to
him, a western
influence is
dominating our
education
system. So, it
should be
Prof. Dey has no
problem
regarding
accepting it while
Prof. Pan and
Prof.
Mukhopadhyay
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46
westernized model
is dominating our
thought; even our
entire Educational
system is following
them blindly like a
flock of ships?
civil society.
He believed
in usefulness
and it is
useful to
control mad
teachers.
influences
before
rectifying it
would become
fatal to our
culture, identity
and value
system.
changed.
are concerned
over it.
Teachers are
arguing that they
fear to become
strict with their
students because of
RTE 2009 and
NCPCR 2008— do
you think the
involvement of
Judiciary should be
minimized?
It seems
excuse to
him. RTE or
NCPCR are
not
distracting
teachers from
their
students.
Its Teacher’s
incapability
that he failed
to do his job
rightfully.
In his opinion,
the
involvement of
judiciary is a
serious issue.
There should
be a committee
through all the
internal
problems
would be
sought out and
thus the
involvement of
judiciary would
be minimized.
It seem
worrying to him.
He also
mentioned that
what is the
reason behind
punishing a
student by his
teacher. It is
because of the
unworthiness of
the teacher.
There may be
some reason
occasionally to
punish a student
but if it occurs
in a regular way
then it is
worrisome too.
Dr. Dey’s view is
contrasted with
others.
Discipline,
punishment—all
these were a part of
ancient Indian
Education and
society and no one
objected before;
even everyone
followed those
There should
be Gurukula
system.
Teachers
have to
become
Friend,
Philosopher
In his view, the
relationship
between
teacher and
student in
ancient time
was very good.
Discipline was
not imposed
According to
him, everything
is changing. We
cannot return to
the same
gurukula
system. System
will be changed
and we have to
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47
instructions given
by their gurus.
Don’t you think we
need to change the
course?
and Guide.
over the
students
forcefully. So,
according to
him, the
ancient system
of gurukula
education
should be
developed
again.
adjust with it.
Secondly, he
believes that the
number of
disciplines is
increased. So, it
is impossible to
return to the
same of system.
Adjustment is
necessary.
What is your final
explanation about
abolishing laws like
RTE?
He does not
want to
abolish RTE
and NCPCR.
According to
him, these laws
are not
essential for
teaching-
learning
process.
He feels this
kind of laws is
necessary.
Prof. Dey and
Prof.
Mukhopadhyay
advocates the
necessity of this
types of laws
while Prof. Pan
differed with their
views.
Chart 1.2 Response from Resource person’s interview
6.5 Data triangulation:
Resource Person’s statement regarding the philosophy of teachers of punishing his pupils and the
impact of RTE and NCPCR on Teacher-Student relationship—
Dr. Dey is a well-known personality in Teacher’s Training Programme in West Bengal. He has an
experience of 45 years. He firstly worked as a teacher, then became Principal at David Haier College and
finally worked as an Instructor and associated with Primary Education of West Bengal. When we asked him
about his childhood experience on punishment as a student he replied, he had never been punished by his
teachers. Once, his Sanskrit teacher punished him. In his college life he was involved in arguments with his
Physics teacher and he finally told them that they did the wrong thing. According to him, the justification of
punishment depends on which situation it is implied. He said, those teachers who punished their pupils
without any prior reason are sick and ill-minded. But, punishment is necessary to maintain the discipline of
Schools. But, in modern days, according to him, teachers became more materialistic. They are not dedicated
in teaching. They are more involved in money-making. So, tuition has become one of the subsidiary sources
of income. So, they do not come to School regularly and the distance from their home is also affecting the
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48
system. Now, teachers are paid house-rents. So, they should live nearer to school. He said, education is
entirely based on intrinsic motivation. Extrinsic motivation cannot go far. In modern day, the quantity of
Schools is extending but the qualities of teachers are not improving subsequently.
Dr. Dey said that punishment is necessary but corporal punishment should be prohibited. Using sticks
cannot help to maintain discipline. A ring-master uses his stick to control animals like Tiger or Lion but
students are not animals, they are children. So, the treatment should be like the same. Only incapable
teachers use sticks.
To him, RTE or NCPCR cannot be a factor if the teacher is determined to do his job. Judiciary is also a part
of our society. So, the involvement of judiciary cannot be blamed. If a teacher hits his student drastically
then the involvement of jurisdiction should be justified. So, he does not want to abolish the RTE.
Our second resource person whom we interviewed was Prof. Dr. Tarak K. Pan. Dr. Pan is experienced more
than 30 years in Visva-Bharati University. He also worked with Ramakrishna Mission Siksanamandira very
closely. He is the members of Board of Studies in different universities. He has no such history of being
punished physically in his childhood. In his opinion, the fear of punishment is an obstacle of free learning. It
occasionally engages students in learning but the impact of it is very negative. He believes if there is a strict
rule and regulations, the students will automatically follow it and there will be no question of punishment.
In his opinion, Dr. Pan believes that the ancient system of education is better in its innate qualities. Sticks
are not essential if the is a complete control over the institutions. Teacher has to emphasize on their
punctuality. The quality of education would be improved if we judge our entire educational system in the
light of Indian ethics, philosophy and culture. Every time western thought would not be necessary to impart
the quality education. The involvement of judiciary is alarming to him. He thinks it damages the core spirit
of education. So, the approach should be changed. According to him, discipline is an internal thing. Forceful
use of sticks cannot change the mind of a learner.
His stand on involvement of laws like RTE and CPCR is negative. He thinks that this kind of involvement is
not helpful for the institutions neither for the society. Any kind of imposition has a negative impact. So, in
his final view, he viewed it as one kind of imposition.
Prof. Dr. Dulal Mukhopadhyay is one of the major educationists in West Bengal. He has very rich and
exhaustive knowledge regarding school education. He has more than 53 years of experience in teaching. He
was associated with various national educational organizations like NAAC, NCERT, RCEI and NCTE. He
is members of Board of Studies in different universities.
Prof. Mukhopadhyay remembered his childhood days in his primary school when he was beaten up by his
teacher for doing some spelling mistakes in Bengali literature. He finds it appropriate though it felt very bad
at that time but in later he felt it appropriate treatment for his wrong-doing. It changed his learning
behaviour.
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He believes a loving teacher is the most essential part of teaching-learning process. He remembered his
childhood days and felt attached to those teachers who cared for him, who loved him very much.
His overall experience regarding school education is not optimistic. According to him, it is degrading day by
day. Dishonesty and private tuition of the teachers are becoming hindrances in education of the pupil.
He is not a firm believer of punishment but he still believes it becomes necessary sometime. His stand on
corporal punishment is contradictory. He believes there should not any kind of corporal punishment but he
has a submissive support on that.
His opinion regarding school education is also not positive. He viewed it as a chaos of mechanisms. There is
no rule based order.
The involvement of judiciary according to him is worrying. He also stressed over the friendly relationship
between teacher and students. In his opinion the present school education system should be changed but
there is no need to bring back the ancient gurukula mode of education. Everything is changing its course and
we can’t bring back the older one in a newer timeframe. All that we have to do is to adjust with both of the
times of educational system according to our need.
He thinks that the implication of RTE and CPCR is necessary.
School Teacher’s statement regarding the philosophy of teachers of punishing his pupils and the
impact of RTE and NCPCR on Teacher-Student relationship—
On the contrary, we have interviewed 50 in-service and B.Ed. Trainee teachers all over the West Bengal.
We have introduced a questionnaire to get the feedback from them. The questionnaire is divided into four
parts regarding Background information, Student-life experience, Professional reaction and Opinion on
NCPCR, 2008 and RTE, 2009.
We have interviewed 50 in-service teachers and 96% of them are full-time teachers in various institutions in
West Bengal. 92% of them are qualified Master’s degree. So they are enough educated. 70% of them
completed 5 years of teaching. 56% said they were not punished in schools. Most of them said that they
didn’t hate their teacher who punishes. According to them teacher student relationship was better in their
childhood time. 46% of the teachers said that punishment was helpful as a motivator of learning which goes
completely against from Dr.Dey and Dr. Pan’s statement. They said, from their childhood days till now they
remember those teachers mostly who loves and makes jokes but those teachers who loves as well as
punishes are also remembered. It sounds similar with Dr. Dulal Mukhopadhyay’s remark. But, it was quite a
bit unexpected that those teachers who generally punished their students during their school days are also an
inspiration to a huge number of the present day teachers (not mostly, but in a huge number). 84% of them
said that they maintain discipline moderately, 16% of them said they are strict. 38% of the teachers want
corporal punishment moderately which somehow supports passively with Dr. Mukhopadhyay and Dr. Dey’s
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opinion, 2% of them are complete in support with it but 60% of them don’t want corporal punishment in
school. 72% of teachers disagreed of using sticks in school but 6% are agreed and 22% of them moderately
agreed which is still not a minimum number. 76% of them assured that they believe that discipline without
punishment can be maintained. More than 60% of the teachers preferred mental or psychological
punishment; nearly 13% of them preferred physical punishment and more than 20% of them preferred a
blend of both. Most of the teachers said that they withdraw to punish their students because they haven’t
seen any change in student’s attitude; 42% of them believed that they don’t want trouble. The
implementation of laws like RTE and NCPCR has changed the teacher-student relationship. 70% of them
agreed moderately, 28% agreed strongly and 2% of them don’t think that laws changed the relationship.
70% of the teachers said that they are become more professional (duty-oriented) than passionate in teaching.
Behind this not so passionate attitude they said the involvement of legal matters somehow distracted them to
do their jobs passionately. 18% said legal matters are effective in this case and 44% of them moderately
agreed. 62% of teachers don’t want involving corporal punishment is school system but 10% of them want it
and 28% wants psychological punishment. 56% of the teachers said some laws of RTE and NCPCR are
useful but some are need to be abolished.
So, if we compare both of the points of view then it is a known answer that NCPCR (2008) and RTE (2009)
made an overall impact on teacher-student relationship. Teachers are also well aware of physical
punishment; but, in several times to maintain discipline in schools punishment is necessary. Both the parties
in majority came under same conclusion. Though Dr. Dey and Dr. Pan is firm believer that if a teacher is
well-functioned and give time to his pupil then there is no need to use unnecessary punishment whether it is
physical or mental. On the other hand, Dr. Mukhopadhyay slightly indicated the necessity of punishment if
the situation goes out of control but, in both cases they believed in abolition of corporal punishment.
7. Conclusion:
In our recent context corporal punishment is unethical and inhuman. It is sometimes helpful for the student
to learn but in most of the cases it makes the student discomfort to their learning environment. In a modern
society like India inhuman practices like corporal punishment is not a good example to advertise.
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