This is not a sentimental tradition

It is worth being clear that none of the above is an argument for a house without limits.

The material on mercy sits alongside material on discipline, structure, prayer, and expectation, and the same tradition takes all of it seriously. The claim being made here is narrower and it is about method rather than about standards. Nothing above suggests that a child should get whatever they want. It suggests that the instrument for getting there is speech, patience and example, and that harshness is treated as a defect in the adult rather than as a tool.

There is also a classical Muslim case against harsh teaching, made most fully by Ibn Khaldun in his Muqaddimah, where he argues that severity with learners makes them constrained and lazy and teaches them to lie. We name it by work rather than quoting it, because the exact chapter and page still need checking.