Psychological aspects of school discipline

The contribution analyses psychological mechanisms of development of child’s or adolescent’s disciplined behavior in the process of school education. Teaching disciplined behavior is analysed from the point of view of the cultural historical concept of L.S.Vygotskiy, activity approach to the development of human psyche (A.N.Leontiev, S.L.Rubinstein), theory of social learning (B.F.Skinner, A.Bandura). The article pays attention to the social-psychological factors of development of child’s disciplined behavior: inclusion in a specific culture, organization, role of education systems. It examines the meaning of social roles of the child, rituals and traditions of its closest surroundings, developing skills and customs of the child in prevention of his deviant behavior. It also emphasizes the meaning of organization of classes in the mechanism of development of the child’s disciplined behavior in school. The author points at the ambiguousness of the relation between notions of “right” and “disciplined” behavior of man. Emphasis is made on the psychological aspect of such a paradox of discipline as the priority of authoritative influence in relation to the pleas of conscience.