Historical genesis of corporal punishment and its effects in shaping teacher’s perception in West Bengal, India

Abstract

In every human society, the social structure is governed by the system of social order. In India, the concept of society is different from that in Western countries. Similarly, the society of ancient India differed significantly from that of modern India. Historically, India juxtaposes the differences of various races, cultures, ethnicities, and religions. It was a source of treasure for both the invaders and migrants. On the other hand, punishment is viewed as a consequence of both crime and sin. Society establishes certain moral and social obligations for its members, and everyone is expected to abide by them. Citizens are required to follow these rules, and when exceptional situations arise within the territory, the state holds the authority to address them. In this way, punishment is imposed on individuals who violate established norms. Corporal punishment is a form of punishment that involves physical torture, and it is used to inflict physical pain or suffering. In the present time, corporal punishment has become a significant challenge to social existence. This study attempted to address the relationship between cultural practices and their consequences in the moral development of both teachers and students. Legal frameworks, such as the Right to Education (RTE) and the National Commission for Protection of Child Rights (NCPCR), have had a moderate influence on teaching. However, teachers maintained high engagement and professionalism, as well as supportive classroom environments. These results suggest that fostering empathetic, non-punitive teaching practices can enhance student engagement and teacher–student relationships across diverse educational contexts.