福柯规训思想与学校规训教育——以《规训与惩罚:监狱的诞生》为底本  

Foucault's Discipline Thought and School Discipline Education——from“Discipline and Punish: The Birth of the prison”

作　　者：赵朝晖[1] 孙忠福[1] 

机构地区：[1]济南职业学院,山东济南250103

出　　处：《齐鲁师范学院学报》2014年第6期79-85,共7页Journal of Qilu Normal University

摘　　要：福柯在《规训与惩罚:监狱的诞生》中提出,规训有四种基本方式、三种核心手段和一种机制。四种基本方式是空间分配、活动控制、创生的筹划、力量的编排,这是规训的"微观技术";三种核心手段是层级监视、规范化裁决、检查,这是规训的"宏观手段";一种机制是全景敞视主义。现代学校教育是一种规训教育,通过对学习空间、时间的分配与管控,"活动"控制及以"检查""考试"之名落实规训等手段得以体现。规训教育导致教育理想的散失、人的物化及师生关系紧张化等后果。Foucault＇ s “Discipline and Punish： The Birth of the prison” in the proposed discipline, there are four basic ways, the three core means and a mechanism. Four basic ways are space allocation, activity control, choreography creation of planning, power arrangement and this is discipline of “micro technology” ; Three core means： level monitoring, standardization ruling, inspection, is of discipline “macro means” ; A mechanism： Panopticism. The modem school education is a discipline education, through the study of space, time allocation and control, activity control and test in the name of discipline and other means to implement disipline education. Discipline education leads to education ideal loss, materialisation and human relationship between teachers strained and other consequences.

关 键 词：福柯 规训 规训思想 规训教育 

分 类 号：G471[文化科学—教育学]