“规训化”教育:学校教育负功能的审视  

Disciplined Education——Surveying the Negative Function of School Education

作　　者：郑淮[1] 徐胜阳[1] 

机构地区：[1]华南师范大学教育科学学院

出　　处：《华侨大学学报（哲学社会科学版）》2016年第4期95-103,共9页Journal of Huaqiao University(Philosophy & Social Sciences)

摘　　要：规训作为一种精细化、潜隐化、标准化的权力技术,在学校教育中非常典型。通过对学校教育中规训现象及其带来的影响深入分析,发现学校教育为了标榜"正规教育",借助文化规训与制度规训以保证正常教学。而"规训化"教育带来的则是学生主体有被物化的倾向、工具理性价值观的泛滥、独立性和创新精神受到机械团结的压抑,从而迷失了学校教育引导学生全面和谐发展的真正目的。其中文化规训表现在权威、话语、知识方面,制度规训表现在时间、空间、身体方面。从"规训化"教育中反思学校教育的负向功能,倡导重视学生的主体性和生活世界,回归以人为本的学校教育宗旨。Discipline, as a technology of power that is fine, latent and standardized, is typical in school. By analysing the discipline in the school education deeply, the paper finds that school education advertises itself as formal education through ensuring normal teaching via cultural and institutional discipline. However, the results derived from disciplined education are the suppression of mechanical solidarity to independence and creativity, the spread of instrumental reason, materialization tendency of the subjectivity of students, which lost the real educational purpose of guiding all-round development of students. Cultural discipline is displayed in terms of authority, discourse, knowledge, and institutional discipline is presented in terms of time, space, body. Reflecting the negative functions of school education from disciplined education, we hope that educators could focus on students＇ subjectivity, and life-words so that they will make school education return to the road of people-oriented.

关 键 词：福柯 规训 “规训化”教育 负向功能 

分 类 号：G40-011[文化科学—教育学原理]