纪律的限度：以涂尔干与福柯的教育理论为视角

Limit of Discipline:From the Perspective of Educational Theories of Durkheim and Foucault

涂尔干从功能主义的视角出发,认为纪律精神有助于社会团结,对个体的自由也是有益的。福柯基于后结构主义的立场,认为纪律是无所不在的微观控制技术,个体可能在纪律的笼罩下变得顺从。比较涂尔干和福柯观点可以发现,纪律在主体构造过程中具有一定的意义,也存在局限。当代中国学校教育要超越纪律的限度,需要从刻板的规章走向自主个体的培养。

Discipline is the core institution of schools and it is an important problem for Chinese teachers to train the students to he both sprightly and serious. This paper studies the meaning and limit of discipline in the process of constructing subject through comparing Durkheim＇s and Foucault＇s educational theories. Based on functionalism, Durkheim argued that discipline spirit helped to integrate society and was good for individual freedom. From the perspective of post-structuralism, Foucault pointed out that discipline was the omnipresent micro-controlling tactics, and at its shadow the individual may become tame. This paper argues that the discipline in contemporary Chinese schools should change from the routine regulations to the cultivation of the independent individuality.