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lies a problem. (2) A new kind of respect that is “horizontal”, i.e. pupil to pupil
oriented, is emphasized today, as illustrated by the concept of bullying. Even this
discipline problem is based on honesty rather than on lies (3) A psychological
view on behavioural problems make the confession, i.e. the telling of truth, of
less importance, since truth from a psychological perspective does not imply
guilt.
Chapter 5 [“The two wars of the pupil collective”] continues the investigation
of what has been seen as a discipline problem. The relationships between pupils
has sometimes been described as somewhat pathologic. The result of the chapter
is that these perceived pathologies are not constant. In the early part of the 20 th
century, there was a widespread idea that the collective is too “tight”, that the
solidarity of the children make them revolt and protest collectively against the
teacher. In the late part of the 20 th century the concept of bullying and other related
concepts gave a totally different picture of the social relationships between
the pupils, thereby leading to new ideas of the meaning of moral education for
teachers.
In chapter 6 [“The transformations of the school punishment”] punishment in
schools is investigated. In the first half of the century the idea of the fair punishment
had a very firm grip of discussions on punishments. The idea of being fair
was often seen as the criterion for a good punishment and, by implication, a good
teacher. The origins and consequences of the idea of fairness are investigated.
Finally it is argued that the idea of the fair punishment has been weakened, and
this change can be explained by a psychological view on discipline problems and
by the emergence of “secret punishments”. Further, the emergence of “punishing
networks” is dealt with, a tendency that can be seen as a break with the tradition
of the solitary teacher.
Chapter 7 [“Authority”] summarises some of the discussions from the preceding
chapters, from the perspective of authority. The question is discussed as
to whether there has been a change in the role of the teachers with regards to
authority. It is argued that the present situation should not be understood as a
crisis of authority, at least not in the sense that this crisis should be seen as a new
phenomenon. It is also argued that the value of charismatic authority should not
be seen as a new phenomenon. Instead it is argued that qualitative changes in the
way that authority is exercised and experienced are the features of the present
condition. These tendencies are described as an individualisation of discipline
problems; a normalisation of discipline problems; an increased collegiality in
dealing with discipline problems and a “schoolification” of discipline problems.
In chapter 8–11 there is a shift of focus from the disciplining of the normbreaking
child towards the responsibility and care towards the suffering school
child. Changes in the teaching profession are analysed in terms of how the
responsibility for the suffering child has changed. Chapter 8 [Happiness and
suffering today and tomorrow] analyses how the changing conceptions of the
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