With authoritarian pedagogical violence among schoolchildren, a number of common features can be distinguished

With authoritarian pedagogical violence among schoolchildren, a number of common features can be distinguished

He took it in his hands, winced, seeing how lifeless, formalized the material was, without haste, leafing through it page after page, and then for forty minutes in full – and, most importantly, completely understandable – outlined the entire annual course.

However, it happened the other way around. Father and son sat down, took a small fragment of some text and began to compete – who will find more different meanings in this fragment. In this case, several paragraphs grew into a voluminous manuscript.

Simon Lvovich called it “to see deeper than the text” and said that such ability is the main thing in life.

Man must be free

In 1994, Simon Solovveichik published the Manifesto Free Man.

“From what is an internally free person free? First of all, from the fear of people and of life. From conventional wisdom. He is independent of the crowd. Free from stereotypes of thinking – capable of his own personal view. Free from prejudices … A free person is easy to recognize: he just holds on, he thinks in his own way, he never shows either servility or defiant insolence … This is an easy person, it is easy with him, he has a full life breath. Each of us has met free people. They are always loved. But there is something from which a truly free person is not free. This is very important to understand. What is a free man not free from? From conscience. “

Simon Lvovich was very fond of talking about how, after practice, he did not go to graduate school, having received a “two” in pedagogy, and already in his mature years he was “rolled” by a majority of votes into full members of the Academy of Pedagogical Sciences.

He was clearly proud of both. In both cases, he acted as a completely free person, setting out his own views on education and upbringing, and not what officials expected of him from pedagogy.

The sponsor of the Historical Chronicle section is the Votum company, a developer of interactive solutions in the field of education.


What is Pedagogical Abuse Syndrome?

Any form of ill-treatment of children by a teacher is a form of violence against them, because in this situation, students cannot defend themselves. Directly under the syndrome of pedagogical violence is understood the influence of inadequate pedagogical methods, actions and programs on the emergence of a complex of deviations in the health status of schoolchildren. The syndrome of pedagogical violence is one of the forms of didactogeny.

The syndrome of pedagogical violence can be divided into the syndrome of institutionalized pedagogical violence, administrative pedagogical violence and authoritarian pedagogical violence.

What is the difference between them?

The syndrome of legalized pedagogical violence is deviations in the state of health of schoolchildren that arise when they master the school programs approved by the Ministry, which schoolchildren cannot learn due to their physiological and mental characteristics of development.

In the syndrome of administrative pedagogical violence, deviations in the state of health of children arise under the influence of non-legalized and uncertified programs introduced by the school administration, elective classes, as well as the replacement of some lessons with others (for example, physical education lessons for foreign language lessons, mathematics, etc.) ) according to the profile of the school, the introduction of compulsory attendance by schoolchildren of primary classes of extended day groups, etc.

Authoritarian pedagogical violence most often manifests itself in direct contact between a teacher and a student in the context of the pedagogical process. It can be directed to an entire class, a group of students, or directly to a specific student. It has been proven that in classes with an authoritarian, tough, unfriendly teacher, the incidence of schoolchildren is 3 times higher than in classes with a calm, attentive teacher.

Are there signs by which the school administration could determine if there is pedagogical abuse in the classroom?

In the case of authoritarian pedagogical violence among schoolchildren, a number of common features can be distinguished. These are fears, isolation, frustration, a sense of “deserved” abuse, aggressive behavior, etc. The most common fears, isolation and frustration.


In classes where pedagogical violence is practiced, schoolchildren, especially primary grades, experience a sense of fear and insecurity. Their behavior under the influence of fears can malcolm x hero essay be varied: from fantasy, deceit, deception, indecision, passivity to autism and aggressiveness. In some cases, children develop borderline mental states and neuroses.


In most cases where pedagogical violence is practiced, the very fact of violence is not openly discussed. Teachers make it clear to students that they should not discuss the situation in the classroom with their parents or friends. This makes the children involved in the conflict feel isolated, not like everyone else in the classroom. The opposite situation may be the case, when teachers openly discuss the conflict, in various ways attracting the bulk of the students in the class (school) to their side and thus contribute to the isolation of an individual student or a group of students.


Some schoolchildren, due to a number of circumstances, such as poor preparation at the preschool stage, a certain type of thinking, frequent acute illnesses or prolonged, periodically exacerbating chronic illness, forced absenteeism, etc., cannot learn new topics without basic knowledge. Gradually, the number of subjects in which the student has unsatisfactory grades increases. Instead of understanding the problem and helping them from teachers, these students receive hurtful nicknames and insults. They become disillusioned with school, and sometimes with life. The constant stress they experience develops certain behaviors in this group of students. Some become “poor” – hooligans and constantly create conflict situations at school, on the street, in the family. Others develop depression, a feeling of uselessness, a feeling of being “superfluous” in this life, and suicidal moods.

Aggressive behavior 

Some adolescents develop a vulgar version of adult behavior. They allow themselves to skip school, openly smoke, go to school while intoxicated. All this leads to increased emotional stress and can manifest itself in aggressive behavior.

Psychosocial adaptation 

In this case, schoolchildren have a lack of education skills, communication skills, insufficiently developed self-control. The desire of such adolescents for communication and leadership, combined with emotional imbalance, leads to conflict situations with teachers and peers at school and on the street.

Feeling “worthy” of abuse 

A number of schoolchildren who are isolated and disillusioned with themselves may eventually develop a low self-esteem and a sense of “deservedness” of abuse by teachers.

Involvement in conflict 

In high school, there are strong personalities from schoolchildren who want to stop pedagogical violence and conflicts that periodically arise in the classroom between teacher and student. Such students often feel a sense of responsibility for the current situation and want to resolve the conflict. At the same time, they can become so deeply involved in the conflict that they feel a sense of their own guilt for the situation that has arisen, become tense, nervous.

Could family relationships be a trigger in the formation of a schoolchildren’s syndrome of pedagogical violence?

The reactions of schoolchildren to pedagogical violence can be varied and depend on many factors. Crisis situations in the family, inharmonious types of families, conflict structure of the family, personality of parents, single-parent family lead to psychosomatic and neurotic disorders.

The type of family education also plays an important role in the response to pedagogical violence.

With a rejected type of upbringing, the child feels superfluous in the family. Parents believe that all the misfortunes and setbacks in their own family are related to the child. The schoolboy is constantly made to feel that he is bad, inept, unwise and, in general, only interferes with everyone in the house. In this case, the child ceases to believe in himself and constantly experiences a sense of guilt. The child’s attitude towards failures at school and the occurrence of illness on this basis is formed as a punishment for something.

Perhaps another type of upbringing in the family is overprotection. In this case, the parents show extraordinary care and increased anxiety in raising their child.