| 纪律的限度：以涂尔干与福柯的教育理论为视角 |
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| 引用本文： | 沈洪成.纪律的限度：以涂尔干与福柯的教育理论为视角[J].江西教育科研,2011(3):20-22,26. |
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| 作者姓名： | 沈洪成 |
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| 作者单位： | 北京大学社会学系; |
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| 摘 要： | 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。
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| 关 键 词： | 现代教育 纪律 社会团结 |
Limit of Discipline: From the Perspective of Educational Theories of Durkheim and Foucault |
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| Shen Hong-cheng.Limit of Discipline: From the Perspective of Educational Theories of Durkheim and Foucault[J].Jiangxi Educational Research,2011(3):20-22,26. |
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| Authors: | Shen Hong-cheng |
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| Institution: | Shen Hong-cheng(Peking University,Beijing 100871) |
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| Abstract: | Discipline is the core institution of schools and it is an important problem for Chinese teachers to train the students to be 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 disci... |
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| Keywords: | Modern Education Discipline Social Solidarity Tame Individuality |
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