發(fā)布時(shí)間：2018-04-21 10:21

  本文選題：福柯 + 規(guī)訓(xùn)�。� 參考：《曲阜師范大學(xué)》2017年碩士論文

【摘要】：米歇爾·�？率钱�(dāng)代法國著名的哲學(xué)家、思想家、社會(huì)學(xué)家,也是結(jié)構(gòu)主義巨匠和后現(xiàn)代主義大師。在《規(guī)訓(xùn)與懲罰》一書中,�？逻\(yùn)用知識(shí)考古學(xué)和權(quán)力系譜學(xué)的方法對(duì)自啟蒙運(yùn)動(dòng)以來理性至上的現(xiàn)代文明進(jìn)行重新評(píng)估,對(duì)資本主義的權(quán)力關(guān)系進(jìn)行批判。�？乱�(guī)訓(xùn)理論對(duì)消解以“技術(shù)理性”和“工具理性”為核心的傳統(tǒng)師生觀有重要的理論價(jià)值和現(xiàn)實(shí)意義。�？逻\(yùn)用系譜學(xué)的研究方法考察古典時(shí)期的酷刑、現(xiàn)代時(shí)期的法律制度和規(guī)訓(xùn)化社會(huì)等三種不連續(xù)的刑罰的制度,詮釋了權(quán)力/知識(shí)的運(yùn)行機(jī)制。作為一種權(quán)力/知識(shí)的技術(shù)手段,規(guī)訓(xùn)的目的是將人建構(gòu)成合乎規(guī)范的主體,人的可供解析的肉體是規(guī)訓(xùn)施展的對(duì)象,紀(jì)律的制定和全景敞視主義的監(jiān)視則是規(guī)訓(xùn)實(shí)現(xiàn)的路徑。根據(jù)�？乱�(guī)訓(xùn)理論,學(xué)校作為有計(jì)劃、有目的地培養(yǎng)人的機(jī)構(gòu)是典型的“規(guī)訓(xùn)機(jī)構(gòu)”。在這種機(jī)構(gòu)中,教學(xué)活動(dòng)演變成規(guī)訓(xùn)過程,師生關(guān)系異化為一種規(guī)訓(xùn)關(guān)系。教學(xué)活動(dòng)通過設(shè)立標(biāo)準(zhǔn)規(guī)范、依據(jù)規(guī)范改造學(xué)生、通過學(xué)生自我教育強(qiáng)化規(guī)范等三個(gè)步驟完成規(guī)訓(xùn)過程。層級(jí)監(jiān)視、規(guī)范化裁決以及將這兩種技術(shù)結(jié)合起來的檢查是建構(gòu)“規(guī)訓(xùn)式”師生關(guān)系的基本策略。“規(guī)訓(xùn)式”師生關(guān)系建構(gòu)的具體技術(shù)包括:選擇課堂知識(shí)、分配課堂空間、控制學(xué)生活動(dòng)、籌劃學(xué)生“創(chuàng)生”、統(tǒng)籌學(xué)生能力等。消解學(xué)校教育中的“規(guī)訓(xùn)式”師生關(guān)系可以從以下幾個(gè)方面入手:首先,破除“知識(shí)至上”,樹立探索合作的課程觀;其次,建構(gòu)對(duì)話性的溝通方式,相信教化的力量;再次,審慎使用教育權(quán)力,理性處理師生沖突;最后,尊重學(xué)生的生活體驗(yàn),相信學(xué)生是道德的存在。運(yùn)用福柯規(guī)訓(xùn)理論研究師生關(guān)系有其獨(dú)特的優(yōu)勢,也有它特定的局限。其優(yōu)勢表現(xiàn)為:從微觀權(quán)力的角度解讀學(xué)校教育、從境域化知識(shí)觀的角度考察現(xiàn)代課程觀、從權(quán)力互動(dòng)的角度研究師生沖突、從關(guān)注自我的倫理觀角度解讀師生道德自律等為探索民主、平等的師生關(guān)系提供了獨(dú)特理論視角;其局限表現(xiàn)為:過多地關(guān)注于理性的壓迫性力量,忽視了其積極價(jià)值、泛權(quán)力化傾向嚴(yán)重,忽視了人與權(quán)力的相互作用。
[Abstract]:Michel Foucault is a famous philosopher, thinker, sociologist, master of structuralism and postmodernism. In discipline and punishment, Foucault uses the methods of intellectual archaeology and power genealogy to re-evaluate the modern civilization which has been rational and supreme since the Enlightenment, and to criticize the power relationship of capitalism. Foucault's discipline theory has important theoretical value and practical significance in dispelling the traditional teachers and students' view with the core of "technical rationality" and "instrumental rationality". Foucault uses genealogical research methods to investigate three kinds of discontinuous penalty systems, such as torture in classical period, legal system in modern period and discipline society, and explains the operating mechanism of power / knowledge. As a kind of technical means of power / knowledge, the purpose of discipline is to form the human construction into the subject according to the norms, the human body for analysis is the object of discipline, and the formulation of discipline and the surveillance of panoramic open view are the ways to realize the discipline. According to Foucault's theory, school as a planned and purposeful training institution is a typical "discipline institution". In this kind of organization, the teaching activity evolves into the discipline process, and the teacher-student relationship dissimilates into a discipline relationship. Teaching activities through the establishment of standards and norms, according to the norms to reform students, through the students to strengthen the self-education of the three steps to complete the process of discipline. Hierarchical monitoring, standardized adjudication and the combination of these two technologies are the basic strategies to construct the "discipline" teacher-student relationship. The concrete techniques of constructing the teacher-student relationship include selecting classroom knowledge, allocating classroom space, controlling students' activities, planning students'"creation" and coordinating students' ability. To dissolve the "discipline" teacher-student relationship in school education can be started from the following aspects: first, to break down the "knowledge first" and establish a curriculum view of exploring cooperation; secondly, to construct a dialogue way of communication and believe in the power of enlightenment; thirdly, We should use educational power carefully and deal with the conflict between teachers and students rationally. Finally, we should respect students' life experience and believe that students are moral beings. The application of Foucault discipline theory to the study of teacher-student relationship has its unique advantages as well as its specific limitations. Its advantages are as follows: to interpret school education from the angle of micro power, to investigate the modern curriculum view from the perspective of situational knowledge, and to study the conflict between teachers and students from the angle of power interaction. Reading teachers' moral self-discipline from the perspective of self-concern provides a unique theoretical perspective for exploring democracy and equal teacher-student relationship, and its limitation is that it pays too much attention to the oppressive power of reason and neglects its positive value. Pan-power tendency is serious and neglects the interaction between man and power.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G456

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本文編號(hào)：1782016