《中小学生守则》变迁中的“权力—知识”

Interaction between Power and Knowledge within Rules Variation.

1955年第一版《中学生守则》和《小学生守则》公布已经过去60年,历经5次修订之后,2014年8月,新版《中小学生守则》公开征求意见。本次修订较之2004年版本,有大幅度改动。不仅取消了有辅助功能的《学生日常行为规范》,而且从结构到文本,都体现了一定的创新。《中小学生守则》的修订体现了国家权力意志的变化。文章试图对2004年和2014年两版守则文本进行结构和符号分析,探讨《中小学生守则》背后蕴含的"权力—知识"关系。文章选取"爱国"、"法治"、"集体"和"不"4个典型文本符号,对《中小学生守则》的实然和应然状态进行分析,得出如下结论:第一,在情感建立过程中,需要从作用于身体的具体行为出发,以道德养成为桥梁,才能达到情感层面的规训。第二,新版守则中对"规则意识"、"法治意识"养成的具体行为过于抽象。第三,"集体"在新版守则中的消弭,体现了权力意志对知识的调控。第四,从"不准"到"勇于",符号表达上的变化,体现了规训方式逐步温和的趋势。《中小学生守则》作为一种权力技术,在作用于身体产生新知识的过程中,因为权力意志的流动,符号的变化也使得学生德性和知识发生转变。

It has been 60 years since the Rules of Primary and Secondary Students' Conduct was published as its first edition. After five times revising, the latest version was enacted in August 2014. It had changed a lot,comparing to the former ones. Both the structure and the text innovated to some extent. The revision embodied the constantly changing orientation of the state power. Two versions, published in 2004 and 2014, were selected as the comparison objects. This article briefly explained the interactive relations between the state power and knowledge forming by comparing and analyzing the rules' structure and text, namely patriotism, rules of law,class collective, and so no. Three conclusions were drawn from this study.Firstly, the forming of moral sentiments, such as patriotism, depended on the discipline of specific behaviors, which should directly act on students' physical activity. Secondly, the text of rules of law in the latest version was too abstract for students to understand. Thirdly, the class collective was eliminated in the new edition, which revealed that the moral sentiment and knowledge forming were controlled by the state power. Finally, the forbidden expression, such as the word 'no', was reduced and transferred to positive words, which showed the increasingly tenderness of discipline. With the rules operation, state power flowed from the structure and text to students ' daily behaviors.The variation of power will also lead to the transition of students' moral and knowledge forming.