A Brief Analysis of Disciplinary Education in Silenced_英语论文

摘要

法国著名思想家米歇尔•福柯对于权力理论的重新阐释，堪称福柯一生中最有价值的理论遗产之一，他提出的微观权力和规训社会的论述引发了人们对“权力”观念的再审视。权力的运作可通过规训等方式得以体现，而规训权力的成功无疑应归功于使用了如下三大手段：层级监视，规范化裁决以及检查。相较而言，规训在监狱、学校、医院等场所的运用更为突出和有效。本文将以韩国电影《熔炉》中的规训教育为研究对象，从福柯规训权力的视角分析一所专为残疾儿童所设立的学校中规训教育的实施方法，试图探讨规训教育的效用和影响，从而引发权力与教育之间的更深层次的思考。

关键词：福柯  权力  规训权力  规训教育  《熔炉》

Abstract

One of the most valuable theories of Michel Foucault, a famous French ideologist, is the theory of power that he reexplained. He proposed the concept of micro power and disciplinary society, which has triggered people’s study on power again. The operation of power can be achieved by discipline. And the disciplinary means, including hierarchical observation, normalizing judgment and inspection, help to build successful disciplinary power. Compared with other places, discipline is more outstanding and effective in prisons, schools and hospitals. With the disciplinary education in the South Korean movie, Silenced, being the research object, this thesis will analyze the disciplinary techniques in a school specially set for disable children from the view of Foucault’s disciplinary power. And also the thesis tries to discuss the function and effect of disciplinary education, leading to further thinking between power and education.

Key words: Foucault  power  disciplinary power  disciplinary education  Silenced  

Contents

Chapter One  Introduction 1

1.1  Research Background and Significance 1

1.2  Research Objective 2

1.3  Research Method 2

1.4  Structure of the Thesis 3

Chapter Two  Literature Review 4

2.1  Introduction to Silenced 4

2.2  Previous Studies on Disciplinary Education 5

2.3  Summary 6

Chapter Three  Theoretical Framework 8

3.1  Introduction to Foucault’s Theory of Power 8

3.2  Introduction to Disciplinary Power 8

3.2.1 Definition 8

3.2.2 Characteristics 9

3.2.3 Operation 10

3.3  Research Questions 11

Chapter Four  A Case Study of Disciplinary Education in Silenced 12

4.1  Hierarchical Observation 12

4.1.1 Design of Isolation 12

4.1.2 Restraint of Individualism 15

4.2  Normalizing Judgment 18

4.2.1 Punishment 18

4.2.2 Reward 20

4.3  Inspection 21

4.3.1 Examination 21

4.3.2 Classification 22

4.4  Summary 23

Chapter Five  Conclusion 25

Bibliography

Acknowledgements