以Michel Foucault權力知識理論探究今日臺灣公立國中之教育實務

The Study of Exploring Teaching Practice in Public Junior High Schools in Taiwan with Theory of Power/Knowledge from Michel Foucault

本研究以Foucault權力知識理論為基礎，從《知識考古學》之論述分析知識，將論述形構之原則應用於學校教育實務，瞭解權力與知識之互生互利機制，進而從系譜學研究中，論述權力之展現，以從中揭露學校教育實務運作中不為人所覺知的控制歷程與機制。研究發現公立國中之運作，透過論述形構原則，為權力取得合法化與發聲地位，將學校教育政策轉化為各種規訓手段，馴服學生，使其成為柔順的身體；並以層級監視網絡、獎懲之規範，形成權力與知識互生的檢查機制，完全掌控學生的一舉一動；而學校之建築與設備更發揮全景敞視的功能，時時監視著學生；再透過各種論述規訓學生，教導其行為符合規範，以達學校規訓之目標。但權力與反抗是同時存在的，故學生會有其自身之反抗方式，展現其主體意識，使之成為具有能動性之人。而教育之目的並非是監控學生，乃是培養學生成為具有獨立意志之自由人，因此，在學校教育過程，無形中已培養學生建構自我之主體性；最後，本研究以Foucault修身倫理學為學校實務之品德教育提出建言，以期建立更完善之教育。

The research based on Theory of Power Knowledge from Foucault analyzes knowledge through the description of Archaeology of Knowledge. In order to disclose the controlled process and framework which is not detected in the operation of teaching practice at school, the principles of discursive formation are used in teaching practice to explore the mutualism framework of Power and Knowledge; then, an exhibition of Power is discussed through the research of genealogy. The research shows that power is legalized and voiced in the operation of public schools through the principles of discursive formation and the policies of schools are converted into different methods of discipline and punish in order to tame students and make them submissive. In addition, by means of level supervising network and the system of rewards and penalties, the inspection of the mutualism of Power and Knowledge is formed to supervise students all the time. Next, by disciplining students, they are taught to obey the rules to reach the goals of discipline and punish. However, power and resistance could coexist. Students show their main consciousness in their own resistant methods and they will be with agency. The purpose of education, however, is not to monitor students, but to help students be free human beings with independent consciousness. Hence, in the process of education, students are cultivated to construct self-consciousness imperceptibly. Finally, the research proposes for morality education in Foucault's ethics of self-practice to develop education.