School discipline “Learning is lighting a flame, not filling a pot.” Socrates

introduction
The loss of school discipline in schools is one of the most important problems that impede the progress of the educational process, and some researchers define it as "every behavior that prevents the teacher from teaching and prevents the students from learning". Despite the interest of schools in adopting new and modern educational methods to reduce the phenomenon of lack of discipline in schools, studies and scientific research indicate that these behaviors are still continuing and increasing day after day, which made schools and the educational system in general facing great challenges, and many questions, the most important of which are:

- What are the causes that lead to the problem of the loss of school discipline?

- What are the appropriate solutions to the problem of the loss of school discipline?
In this contemplative paper, an attempt was presented to answer the previous questions by taking advantage of the book Democracy and Education (1916) by the thinker and philosopher John Dewey, who developed an educational philosophy that calls for unity between theory and practice, and has many contributions in the field of education. With the same method that we used yesterday, we will steal from them tomorrow.”

- What are the reasons that lead to the problem of the loss of school discipline?
John Dewey mentioned the reasons that lead to the problem of losing discipline in the school by saying (p. 146) that teachers usually consider students acquiring knowledge, so the mind is separated from the bodily work members, which entails that the mind is thinking and perceiving only, the rest of the body members are an extraneous material element There is no place for it, so the close unity between the mind and the body is separated from what results in the problem of school discipline. As a result of this separation between the mind and the body, the students are exposed to a real crisis in controlling the movement of their bodies, which has not been well invested, but has become a major problem for the student and the teacher.

We see through the above that the main source of the problem of discipline in schools is the lack of interest in the movement of the body and the training of the rest of the senses among the students. It distracts the mind from the material of the lesson, and to reward the students for physical calmness and silence or stereotypical rigid movement, and for their automatic demonstration of longing and understanding, and it becomes the task of the teachers to strengthen the students who are calm and committed, whom Dewey called (with consciences) with the laws of the class, and curb their inclinations and instincts instead of constructive thinking and planning , without releasing their creativity, talents, and ideas for innovation, and physically active students, they are punished for their lack of commitment and control over the movement of their bodies.

These stereotypical methods in traditional education that separate the body from the educational process and view the body as an extraneous and distracting element of the mind that must be combated, which focus on thinking, remembering and memorizing, and on the student remaining sitting on the study bench to fill his mind with information, without any interaction between the body And thinking (the mind), which leads to more suffering for the student and effort and exhaustion for the teacher.

Dewey referred to the results of these traditional methods of education on the student and the teacher, including "the student's indifference, fatigue of the neglected body, and the lack of appropriate and productive situations in which the student can get rid of this stress and movement, which is presented as inappropriate movement, class rebellion, clowning, Or meaningless behavior. Dewey explains that "physically active children become restless and rebellious," that is, they are unable to integrate with the class and the rest of the students. Or they create chaos in the classroom, and this leads to obstruction of the course and stresses the teacher, and the teacher requires him to pass the class class effectively, and he is committed to a specific time to pass the curriculum, and it is his responsibility to control the class, and therefore any student who obstructs this control makes the teacher in a state of anxiety and tension and loss Control, so that the foundations of effective communication with the student fade away, resulting in a strong struggle between the teacher's authority and the student's need.

- What are the appropriate solutions to the problem of the loss of school discipline?
John Dewey, through his teaching and educational experience, proposed methods and methods to reduce the loss of school discipline, including the development of teaching methods commensurate with the students' environment, experiences, and experiences, and looking at the educational-learning environment as participatory practices between the teacher and the student, and creating a stimulating and encouraging educational environment for students in which they test their abilities in To deal with different situations with education and to leave an imprint in their lives. For John Dewey, education is not preparation for life, but rather life. And Dewey relied on the method of passing the school class, which is part of the educational trinity, which consists of (substance, methods, and administration). For Dewey, the method is the best way in which the material of the subject is presented to the mind and imprinted in it. Among the examples he put forward to pass a study class are the following steps:

First: A sense of the problem, i.e. placing the student in a state of doubt and confusion regarding a particular educational situation
Second: What can be expected based on the student's intuition.
Third: Examination, inspection, detection and full briefing on the educational situation to determine the problem.
Fourth: Finding suitable hypotheses.
Fifth: Take the appropriate measures to test the hypotheses and build a plan to implement them.
Through the above, Doyi explains to us the importance of learning through trial and error, reflecting on experience, and the reflection of experience on the learning process, which helps students integrate and benefit from their experiences and refine their personalities in a way that suits educational situations and manages them well, and if they encounter similar situations in their lives. Practical and social, which supports students, especially students who are unable to control their physical movement, so they become more balanced and calm, and their movement is positively utilized to acquire knowledge.
Through these progressive practices, we arouse students' curiosity, interest, and motivation for education, and we build with them new plans that are able to meet their needs and suit their abilities and reality.

Finally
John Dewey is considered one of the most important philosophers and educators and developed his ideas to serve education, and through writing Democracy and Education (1916) he laid the foundations for democratic education. At the present time, this problem still exists, and it is due to many reasons, the most important of which is the traditional teaching methods that separate the mind from the body in the educational and educational process, and together they constitute an important source of information acquisition. Perceiving the meaning of something without the interaction of knowledge with the movement of the body in order to internalize it in the mind of the student through his senses. And the process of integrating knowledge and the mind with the body in the educational workspace, which takes place under the supervision of an expert teacher, who ignites the student’s passion for science and makes him love knowledge and discovery, and provides an interactive classroom learning environment to help students (all students at all levels, whether they are nervous about their body movement or students who are calm and committed to the rules of the class, and students The weakest abilities in memorizing and remembering) in acquiring skills and knowledge, and giving them an opportunity to participate and be present effectively in school classes, which leads to strengthening their status and belonging to the teacher, and they form positive roles in the school and in society as well. Through providing opportunities for creative originality and acquiring positive behaviors towards society and societal values and morals that we have lost in our current time.

Reference: Dewey, John (1916). democracy and education. Translated by (Aqrawi, Mona and Mikhail, Zakaria (1946). Cairo: Composition, Translation and Publishing Committee Press.