| Summary: | 碩士 === 國立新竹教育大學 === 國民教育研究所 === 92 === Abstract
This thesis is to study the formation of discipline system on teacher and student in elementary school daily life. Three major axes are covered : First, based on “Foucault”’s idea on discipline and physical idea on body to explore teacher’s overall discipline. Interaction between teacher and student is key to show teacher’s discipline techniques on student’s body. Secondly, school is a discipline institute itself. To make sure its stable operation of power, teacher, as an ideology agent and discipline executor, can’t be exempted from institute discipline as well. Therefore, second part is to profile sophisticated school disciplines imposed on teacher. In the last part, “where there is power, there is resistance”. In highly disciplined society, “Foucault” clearly pointed out the nature of power interaction : Escape and Self-Decoding. Even student has his own agency to escape from discipline network and “encoding” way. Though student is not totally against discipline, discipline can’t achieve the goal originally designed 100% is always the disappointing ending after student’s “decoding”. On the other hand, teacher, as a power entity, usually feels perplexed and helpless in school where power has been split into numerous “small power”. These resistant idea and conduct are in part 3 of this study.
Important findings from this study :
First, in highly organized and ritually school system, any activity including common course and various experience activity conducted by teacher has the nature of discipline and iteration. Under the legitimacy authorized by social law, teacher imposes highest control on student’s body through highly disciplined activities. Therefore, in school, student’s body, time and space are divided into many tiny and trifling pieces which controlled by teacher’s discipline techniques. This is to ensure tamed “Student-like” style through concerns on every detail.
Secondly, under the same system and enclosed by disciplines, the value of conduct behind teacher is closely associated with “teacher's practical knowledge” which is formed by disciplines from whole system. In daily life, power imposed on teacher through different ways like administration, law, regulation, system of rewards and penalties etc. to make teacher feel “nature and undoubted” toward disciplines, which even become “self-monitoring” techniques inside teacher.
Last, in entity agency, student doesn’t totally obey teacher’s discipline. Student will have his own resistant way to demonstrate “reaction” style and various body fluidity in “decoding” and “counter-force” processes. Same with teacher. System develops many discourses to form teacher’s “teacher's practical knowledge” to follow. As “Foucault” indicated, “power is with the nature of “positive” and “counter” at the same time. Teacher under power discipline also has the power to feedback. However, owing to high complexity of modern power mechanism, variety power is there. Teacher’s agency is still enclosed by current structural system. Teacher always struggles in consideration of “real” and “ideal” discipline. Meanwhile, teacher should have clear sense regarding what resistant measure to take. Otherwise, resistance may become system conspirator and deepen legitimacy of discipline. Wish this thesis can let us understand more on political meaning of power on body, realize social meaning behind discipline, comprehend various situation power struggle and take feasible action strategy after careful thinking.
key words：system discipline teacher's practical knowledge resistance agency
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