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

【摘要】：米歇爾·福柯是當代法國著名的哲學家、思想家、社會學家,也是結構主義巨匠和后現(xiàn)代主義大師。在《規(guī)訓與懲罰》一書中,福柯運用知識考古學和權力系譜學的方法對自啟蒙運動以來理性至上的現(xiàn)代文明進行重新評估,對資本主義的權力關系進行批判。�？乱�(guī)訓理論對消解以“技術理性”和“工具理性”為核心的傳統(tǒng)師生觀有重要的理論價值和現(xiàn)實意義。�？逻\用系譜學的研究方法考察古典時期的酷刑、現(xiàn)代時期的法律制度和規(guī)訓化社會等三種不連續(xù)的刑罰的制度,詮釋了權力/知識的運行機制。作為一種權力/知識的技術手段,規(guī)訓的目的是將人建構成合乎規(guī)范的主體,人的可供解析的肉體是規(guī)訓施展的對象,紀律的制定和全景敞視主義的監(jiān)視則是規(guī)訓實現(xiàn)的路徑。根據(jù)福柯規(guī)訓理論,學校作為有計劃、有目的地培養(yǎng)人的機構是典型的“規(guī)訓機構”。在這種機構中,教學活動演變成規(guī)訓過程,師生關系異化為一種規(guī)訓關系。教學活動通過設立標準規(guī)范、依據(jù)規(guī)范改造學生、通過學生自我教育強化規(guī)范等三個步驟完成規(guī)訓過程。層級監(jiān)視、規(guī)范化裁決以及將這兩種技術結合起來的檢查是建構“規(guī)訓式”師生關系的基本策略。“規(guī)訓式”師生關系建構的具體技術包括:選擇課堂知識、分配課堂空間、控制學生活動、籌劃學生“創(chuàng)生”、統(tǒng)籌學生能力等。消解學校教育中的“規(guī)訓式”師生關系可以從以下幾個方面入手:首先,破除“知識至上”,樹立探索合作的課程觀;其次,建構對話性的溝通方式,相信教化的力量;再次,審慎使用教育權力,理性處理師生沖突;最后,尊重學生的生活體驗,相信學生是道德的存在。運用福柯規(guī)訓理論研究師生關系有其獨特的優(yōu)勢,也有它特定的局限。其優(yōu)勢表現(xiàn)為:從微觀權力的角度解讀學校教育、從境域化知識觀的角度考察現(xiàn)代課程觀、從權力互動的角度研究師生沖突、從關注自我的倫理觀角度解讀師生道德自律等為探索民主、平等的師生關系提供了獨特理論視角;其局限表現(xiàn)為:過多地關注于理性的壓迫性力量,忽視了其積極價值、泛權力化傾向嚴重,忽視了人與權力的相互作用。
[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.
【學位授予單位】：曲阜師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G456

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本文編號：1782016