Discipline and discipline problems are socially conditioned phenomena whose educational significance is not sufficiently clarified. The aim of this work is therefore to identify universally valid principles that are oriented towards practice from an educational theoretical perspective. These principles take into account not only the educational emphasis on self-discipline but also the demands of subject-specific teaching. In this context, discipline is not seen as something added to teaching, but rather as something that emerges through teaching. Such a perspective aims to pave the way for a developmental and interdisciplinary applicable concept of discipline.