基于福柯规训理论的师生关系研究

发布时间：2018-04-21 10:21

本文选题：福柯 + 规训　；参考：《曲阜师范大学》2017年硕士论文

【摘要】：米歇尔·福柯是当代法国著名的哲学家、思想家、社会学家,也是结构主义巨匠和后现代主义大师。在《规训与惩罚》一书中,福柯运用知识考古学和权力系谱学的方法对自启蒙运动以来理性至上的现代文明进行重新评估,对资本主义的权力关系进行批判。福柯规训理论对消解以“技术理性”和“工具理性”为核心的传统师生观有重要的理论价值和现实意义。福柯运用系谱学的研究方法考察古典时期的酷刑、现代时期的法律制度和规训化社会等三种不连续的刑罚的制度,诠释了权力/知识的运行机制。作为一种权力/知识的技术手段,规训的目的是将人建构成合乎规范的主体,人的可供解析的肉体是规训施展的对象,纪律的制定和全景敞视主义的监视则是规训实现的路径。根据福柯规训理论,学校作为有计划、有目的地培养人的机构是典型的“规训机构”。在这种机构中,教学活动演变成规训过程,师生关系异化为一种规训关系。教学活动通过设立标准规范、依据规范改造学生、通过学生自我教育强化规范等三个步骤完成规训过程。层级监视、规范化裁决以及将这两种技术结合起来的检查是建构“规训式”师生关系的基本策略。“规训式”师生关系建构的具体技术包括:选择课堂知识、分配课堂空间、控制学生活动、筹划学生“创生”、统筹学生能力等。消解学校教育中的“规训式”师生关系可以从以下几个方面入手:首先,破除“知识至上”,树立探索合作的课程观;其次,建构对话性的沟通方式,相信教化的力量;再次,审慎使用教育权力,理性处理师生冲突;最后,尊重学生的生活体验,相信学生是道德的存在。运用福柯规训理论研究师生关系有其独特的优势,也有它特定的局限。其优势表现为:从微观权力的角度解读学校教育、从境域化知识观的角度考察现代课程观、从权力互动的角度研究师生冲突、从关注自我的伦理观角度解读师生道德自律等为探索民主、平等的师生关系提供了独特理论视角;其局限表现为:过多地关注于理性的压迫性力量,忽视了其积极价值、泛权力化倾向严重,忽视了人与权力的相互作用。
[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.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G456

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