It is designed to encourage learning, in order to induce correction of behavior through greater awareness of possible consequences.
It must be objective, reasoned and perceived as fair, without humiliation or violence.
It’s best to take the form of a restorative measure – which helps to restore the situation, re-establish a bond, calm the parties involved, contribute to a third-party cause, for example… and thus build the self-esteem of the person involved. (See restorative sanction).
Educational sanctions are to be distinguished from punishments, or punitive sanctionwhich is a constraining corrective measure designed to highlight a failure to meet an expectation or the transgression of a rule, not always clearly established. It is aimed more specifically at the offender. It is designed to make him suffer, in order to induce correction of the behavior through fear and the “policeman” effect. It is not generally aimed at in-depth learning.
It can be subjective, random, emotional and sometimes violent, and is often felt as unfair and humiliating. It can lead to a loss of self-esteem on the part of the “offender”, or even to mockery.
These two definitions go beyond dictionary and regulatory definitions of school systems, which make a distinction between disciplinary sanctions (exercised by the school authority and going as far as exclusion) and punitive sanctions (punishments exercised by the teacher and of lesser scope).
These definitions follow the teachings of several psychologists and pedagogues motivated by the application of discipline while respecting the dignity of the person (young person or adult) without resorting to violence(Jacques Salomé, Elisabeth Maheu, Bernard Defrance, Eirick Prairat, Albert Ordrenneau, (all from France), Philippe Dessus (IUFM Grenoble, France), J. Archambault and R. Chouinard (Montreal), …).