TWO SYSTEMS OF CONSEQUENCES

Rules, rules, rules, they are everywhere. Life is filled with rules, and there is a consequence associated with every rule violation. Sometimes the consequence is implemented, and sometimes not; sometimes it is rejected, and sometimes it is ignored. None of these, however, cancel the fact that a consequence exists.

Consequences are associated with two systems: the world’s system and the divine system. The consequence of the world’s system is called punishment, and the consequence of the divine system is called discipline. They are different, vastly different. In fact, they are mutually exclusive. Punishment is defined as trying to change what children do by hurting them, either physically or verbally, or by giving them no options or choices. Discipline is defined as teaching children to respect the rights of others through responsible thinking by learning to obey rules.

Punishment is our cultural means of dealing with disruptive behavior at every level of our society. It has been ingrained in all of us by popular use; yet, it’s the world’s system of dealing with disruptive behavior and validated in some respects by appealing to the Old Testament use of the “rod.” Remember, the purpose of the rod was not to change behavior. In a previous chapter, Merrill Unger stated that “The primary ground for the infliction of punishment is NOT the reformation of offenders. . . . The chief end is not the discouragement or prevention of crime or wrongdoing. . . . The underlying idea—that most deeply fundamental—is justice.”

Adults who work with children and youth ought to ask them the following question: If you should happen to break a rule, knowing that a consequence is attached to the rule violation, which of the two systems of consequences would you prefer: the world’s system that punishes you with the belief that punishment will favorably alter your behavior, or would you prefer God’s system whereby you will be given an opportunity to consider what you have done, determine how it has effected others, and then given time to develop a plan so that the next time you find yourself in that same type of circumstance, you will know what to do so that you can reach your own goal while allowing others to do the same? No thinking child will choose the world’s system, if he understands the nature of those consequences, any of which describe punishment.

If a child is disruptive in any environment, the function of RTP doesn’t take the fun out life because it deals with disruptive behavior. In fact, its function demonstrates respect for others for whom it has been denied. It has been denied in one of two ways: 1) failure to implement an effective plan that deals with disruptive behavior, or 2) having no plan to deal with disruptive behavior. When the plan fails or there is no effective plan, everyone in the periphery is denied respect.

The following diagram describes the difference between two systems designed to deal with disruptive behavior.

1. The world’s system.	1.  God’s system for the Church Age
2. Outside force to change behavior.	2. Inner working to change behavior.
3. A system widely understood.	3. A system rarely understood.
4. A system widely practiced.	4. A system rarely practiced.
5. Inconsistent with Scripture.	5. Consistent with Scripture.
6. Denies rightful control.	6. Permits rightful control.
7. Not in control of one’s own life.	7. In control of one’s own life.

Summary: There are two systems that deal with disruptive behavior: the world’s system of punishment and the divine system of discipline. The Church Age means of dealing with disruptive behavior is discipline. Discipline is in and punishment is out.