从纪律到规训——对涂尔干与福柯教育思想的内部观察

发布时间：2018-04-30 08:38

本文选题：纪律 + 规训　；参考：《教育学报》2017年05期

【摘要】：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。
[Abstract]:The evolution of ideological history from discipline to discipline is the internal epitome of the development of educational thought from Durkam to Foucault, which has a kind of essential connection of breaking and continuous coexistence. The rupture is mainly manifested in the inherent differences between Durkheim and Foucault on the social consequences of discipline, that is, the cultivation of qualified citizens or the production of docile discipline. However, this kind of rupture embodies the most profound point of Durkheim and Foucault's respective educational thoughts, that is, the inner unity between the concept of reasonable limit discipline and the concept of discipline seeking recognition. It should be emphasized that the concept of discipline seeking recognition marked Foucault's ideological shift in his later years, when the concept of discipline had implicitly absorbed the reasonable elements of the concept of Durkheim's discipline. This means that Foucault's theory of discipline in his later years is no longer the pedagogy of resistance, but the pedagogy of reconciliation, the pedagogy of conflict, the pedagogy of recognition, the pedagogy of deconstruction and the pedagogy of reconstruction. The evolution of the history of thought from discipline to discipline fully reflects that criticism and inheritance are the basic stand of real thinkers facing the history of thought, and are also the fundamental ways for the generation and development of thought. Grasping the essential connotation and internal relation of discipline and discipline is beneficial to the further consciousness of their respective research fields.
【作者单位】：北京师范大学教育学部;
【分类号】：G40-09

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