Discipline And Resistance In School Life

Nowadays, in the booming trend of pragmatism and instrumentalism, the man itself in educational life is neglected and the individual rationality of the man in education is dispelled. As a result, the aim of education is not to facilitate the man to be a generative man, but to train the man to be a knowbot or an instrument. Such education is discipline education. This dissertation tries to explore the technologies and strategies that discipline the students' behavior and how students manage to escape from such disciplines through various resistance behaviors in school by a fieldwork study. Namely, the dissertation is to display how discipline technology and resistance behavior in the school life. This dissertation attempts to construct the dialogic corridor between educational theory and practice, to grasp student's true feelings and daily life and expects to extend the space of educational comprehension and criticism through adopting one kind of scope which combines the reflection and short-range scanning to educational life.This dissertation contains the following three parts.The first part, comprising the first and the second chapter, interprets and reflects on the correlative theory. The purpose is to probe into the educational truth behind the phenomenon by means of these theory resources. Human's body, being operated as the object, is disciplined by the modern power. It marks the space and time scope of personal life, inscribes the social significance of cultural writing. The dissertation discusses the idealistic root of bodily discipline and the historical development of social body, as well as the controlled technology of political body. Then, the dissertation discusses how the system of discipline education came into being from seeing about the genealogy of discipline system based on Foucault's idea on discipline technology. By interpreting Gramsci's theory on cultural Hegemony, Hall's theory on coding and decoding, Foucault's idea on power, we may see that the relationship between the subject and structure is not purely and absolutely determinant relationship from the top down. Although structural text to the subject has the ability of calling and penetration, similarly the individual also has the ability and space of resistance to the control.The second part is field survey, constituted by Chapter Three and Chapter Four. The author penetrates into the school's scene, scans carefully how each kind of exquisite discipline technology influences on those students being monitored, trained and rectified, excavates the significance of sociology of education behind it by means of reconsidering and animadverting on those discipline strategies from beginning to end. It initiates us to face directly and examine minutely that it is not in education what we are accustomed to remember, but what is unconsciously forgotten in education; it is not what our education says, but why it takes what it says for granted. Therefore, we should pay attention to student's living circumstances in the school life, comprehend and meditate the moral traits of education. Where there is the power, there is the resistance. In a highly discipline society, Foucault sharply argued the essence of the power mutually affects by analyzing the power. Though as the educated object, a student can also display his subjective agency and seek escaping space from discipline meshwork. The dissertation analyzes student's resistance behavior and carries on the discussion from two aspects: one is to discusses student's subjective initiative, including subjective agency of language and subjective agency of body; the other is to discusses student's rebellious modes, including mode of making trouble, mode of critique, mode of adjustment, mode of libertinism, mode of turning hostile, mode of nonce. By analyzing and interpreting these resistance behaviors, it reflects the student's life in school. At the same time, the student also perceives his survival condition and consciousness of life. This is the experience of one's life growing, is the striving for one's life rights, and is the realization of one's happy life.The third part, composing the fifth chapter, expresses one kind of self-reflection and expectation of the author's education. Discipline education, which oppresses and neglects the man, makes education lose its correct direction, makes life instinct crock up and spiritual culture lack. It closes down the entrance door of education to the spiritual temple and makes the effective education become nihility and fancifulness. If education is to go out the dissimilatory cavern, it must come back to the man itself. The genuine education should make out comprehensively and harmoniously developed man, freely and completely developed man, uniquely and creatively developed man. The aim of education should be generative man. In this process, the role of teacher needs to reconsider. As a transformative intellectual the teacher is no longer a curriculum performer who just repeats what the book says, but is a facilitator who inspires and liberates students' thought, a didactical person who breaks the texts' authority, a man who sticks up for the free ecological environment as well as a maker who stimulates curriculum potential. This dissertation holds that education should transfer from discipline education to dialogic education. Dialogic education aims at eliminating traditional authority of education, opposing simple instilment, paying attention to individual rationality to be awoken, paying attention to individual speech, constructing the free scene of education, making man positively take part in the dialogic process to arouse individual psychic consciousness and vital dignity, making man realize his spirit self-creation and permeation as well as generation. Therefore, education should build the free space of intercommunion, cultivate student's interrogatory consciousness, vindicate student's speech rights, and carry out the traits of dialogic education.To sum up, this dissertation attempts to discuss discipline and resistance in school life by reflecting on the profound significance of sociology of education behind educational phenomenon. We look forward to entering into an important pedagogical interrogating so as to explore and understand the logic of education, ponder the logic of the existence. The ultimate goal is to improve the educational practice, to upgrade educational thought, to illumine educational wisdom, to saturate educational life.