从纪律到规训——对涂尔干与福柯教育思想的内部观察

From Norms to Discipline:The Internal Observation of Durkheim's and Foucault's Educational Thoughts

从纪律到规训的思想史演进是从涂尔干到福柯教育思想发展的内在缩影,其存在着一种断裂与连续并存的实质联系。断裂主要表现在涂尔干和福柯关于纪律的社会后果上的内在分歧,即培养合格的国家公民还是生产温驯的规训肉体。但这种断裂又恰恰体现了涂尔干和福柯各自教育思想的最深刻之处,即合理限度的纪律概念和寻求承认的规训概念之间的内在统一。需要强调的是,寻求承认的规训概念标识出福柯晚年的思想转向,这个时候的规训概念已经隐匿地吸收了涂尔干纪律概念的合理成分,这就意味着:福柯晚年的规训理论不再是反抗的教育学,而是和解的教育学;不再是冲突的教育学,而是承认的教育学;不再是解构的教育学,而是重构的教育学。从纪律到规训的思想史演进充分体现出批判与继承是真正的思想家面对思想史的基本立场,也是思想生成和发展的根本途径。把握住纪律和规训的实质内涵和内在联系,有利于当前各自研究领域的进一步自觉。

The evolution from norms to discipline is a microcosm of educational thoughts from Durkheim to Foucault,in which there is a substantial relationship between the existence of fracture and continuity.Fracture is mainly manifested in internal differences in views held by Durkheim and Foucault about the social consequences of discipline.The consequences may include cultivating qualified citizens or producing docile bodies.But this fracture reflects the profundity of Durkheim’s and Foucault’s educational thoughts：It refers to the inherent unity between setting limits of norms and seeking recognition of discipline.What needs to be emphasized is that seeking recognition of discipline marks Foucault’s change in thought in his later years.At this time the concept of‘discipline’has absorbed the rational elements from the concept of‘norm’,which means that Foucault’s Discipline as a pedagogy is no longer revolting but reconciling;is no longer conflicting but recognizing;is no longer deconstructive but reconstructive.The evolution of the history of thoughts from norms to discipline shows that being open to criticism and inheritance is the basic position of the real thinkers facing the history of thoughts and the fundamental way to come up with new ideas and form new theories.Grasping the substantial connotation and internal connection of norm and discipline is conducive to raising awareness of contemporary scholars in their respective study on Durkheim and Foucault.