A review of the literature of current discipline in educational settings found it littered with conceptualizations and unstated meanings, creating a confused sematic state. This state presented discipline in educational settings as vague and abstract. This confusion also contributed to its isolation from all educational processes, rendering it ineffective and stagnate. Discipline in educational settings was also found to be dated with little relevant research, and a gap was identified between theory and practice in regard to discipline in educational settings. John Dewey and Michel Foucault were read together and used as means of examining discipline in educational settings in greater detail. Both rejected current discipline as static, arbitrary and lifeless, and instead, presented a different view of discipline; one that was active, moving and changing. Experience and Nature, by John Dewey and Discipline and Punish by Michel Foucault were used as foundational texts in regard to this examination of discipline in educational settings. Other texts and articles were used in relation to both theorists. While each theorists approached discipline from different angles, both shared a postmodern commonality that, melded together, produced a very different view of discipline in educational settings, revealing a new raw philosophy of discipline in educational settings. The process of this project resulted in an active and changing approach to discipline in educational settings. Discipline is not an isolated entity separate from education. It was found to be an active part of the production of education.