两种规训观及其教育意蕴

Two Concepts of Discipline and Their Educational Implications

本文从两种规训观的视角分析了当前教育实践中的惩罚问题。肯定的规训观将规训当作正面的教育过程,否定的规训观将规训视为负面的教育现象。前者源于康德,认为规训是将"动物性"转化为"人性"的过程;后者源于福柯,认为规训是一种施加于肉体之上的微观权力技术。肯定的规训观视角下的惩罚是一种不可或缺的教育手段,而否定的规训观则提醒惩罚权力可能会侵害学生的个人自由。结合这两种规训观以及福柯晚年的规训思想转向,本文提出三点建议:以明文形式规定惩罚权的内容和边界;在惩罚的整个过程中贯穿教育性原则;建立具体透明的惩罚监督机制。

The punishment in educational practice is analyzed from the perspective of two concepts of discipline. There are two kinds of standpoints about discipline in education research: One regards discipline as positive educational process while the other as negative phenomenon;The former comes from Kant who regarded the discipline as the process of turning "animality" into "humanity" while the latter comes from Foucault who thought the discipline was a micro-power technology which was imposed on human body. From the perspective of the positive standpoint of discipline, punishment is an indispensable education means, while the negative standpoint of discipline warns that the coercive power may violate students’ personal freedom. Based on these two kinds of discipline ideas and the change of Foucault’s thoughts in his later life, three suggestions are proposed: The content and boundaries of the right to punish should be specified in a clear text;The educational principle is supposed to be applied throughout the process of punishment;Concrete and transparent punishment supervision mechanism need to be established.