This thesis is basically a philosophical analysis of the concept of discipline, utilising both linguistic and logical analysis. The analysis initially takes the form of an examination of instances of disciplined behaviour in non-school situations, to determine how the words 'discipline' and 'disciplined' are commonly used. The analysis also makes use of philosophical analyses previously undertaken by educational philosophers, to assist in the identification of necessary and contingent elements of ' discipline'. When formulating school discipline policy, three basic elements need to be considered: the goals of schooling; the tasks of schooling; and the disciplinary techniques or methods. 'Discipline', as an approach to achieving goals in all areas of life, is an aim of education as well as a means of achieving academic and social goals. 'Discipline' is a part of moral education, but the concept of 'discipline' is not necessarily a moral concept. This view of discipline has implications for policy, in that 'discipline' must be considered in relation to all the school curricula, goals and tasks, not as an isolated facet of schooling, or linked only to moral education or pupil welfare.