From Norms to Discipline： The Internal Observation of Durkheim' andFoucault'Educational Thoughts
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' and Foucault' educational thoughts： It refers to the inherent unity between setting Hmits of norms and seeking recognition of discipline. What needs to be emphasized s that seeking recognition of discipline marks Foucault ?s change in thought in his later years. At this tme the concept of 4discipline' has absorbed the rational elements from the concept of Siorm'， which means that Foucault?s Discipline as a pedagogy s no longer revolting but reconciling ； is no longer conllicting but recognizing ； is no longer deconstructive but reconstructive. The e- volution of the history of thoughts from norms to discipline shows that being open to criticismand inheritance s 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 connec-tton of norm and discipline s conducive to raising awareness of contemporary scholars in their respective study on Durkheim and Foucautt.
|關鍵詞||纪律、规训、断裂与连续、合理限度、寻求承认、norm、discipline、Durkheim、Foucault、fractureandcontinuity、setting Hmit、seeking recognition|