The Power of Power—Questions to Michel Foucault

To question power means also to ask what makes us governable and enables us to govern. This paper addresses this issue by rephrasing the question ‘what is power?’ into the question: ‘to what problem can power be seen as a response?’. This transformation allows us to keep the ‘power of power’ in sight. It then elucidates the ‘how’ of power through some conceptual explorations and theoretical clarifications as well as through an explicitly anthropological problematisation of power, as the way in which power is understood depends always also on the way in which people understand themselves. Reassessing Foucault's rejection of anthropological reflections, the paper sketches a structural matrix of human self‐conceptions through which power and also critique can be reconstructed systematically.     

《福柯的政治哲学》评论

《福柯的政治哲学》是马克·凯利基于自身的博士论文而成稿的。马克·凯利认为关于该书的所有观点已经隐含在标题之中：福柯产生的政治哲学思想是连贯一致的。马克·凯利同时认为该书包含了对于福柯的知识论、权力、抵抗和主体性概念最全面的理解。安蒂·莎灯马博士以章节为序,对马克·凯利完整地“将福柯的思想作为一个连贯的政治哲学来呈现”这一宏大体系做出了精妙的评论。     

后现代的儿童主体性:福柯之眼

与我国教育语境或现代中心论意义上的主体性概念不同,后现代主义者如福柯认为,主体性是历史地建构起来的,是话语论述、社会实践以及自我创造的产物,具有多样性、流动性和异质性的特点。从福柯之眼透视儿童主体性,我们更容易把握儿童的教育过程以及教育过程中儿童的处境,进而为思考儿童的教育之道以及儿童自身获得实践自由的可能性和现实路径,提供重要的思维工具与行动方向。     

Teaching Philosophy of Education: The Value of Questions

The teaching of foundations courses, and in particular philosophy of education, is frequently under siege in teacher education programs across Canada, as these programs struggle to meet other demands on student teachers. This article results from a panel discussion addressing the context of a variety of undergraduate philosophy of education courses across the country, and the principles and practices instructors take in teaching their discipline. The result of the discussion is a strong argument in favour of teaching philosophy of education as an important means of achieving many of the other aims Faculties of Education and teacher education programs have for their teacher education students, in an atmosphere of reflective thought about the profession and its challenges.     

The (absent) politics of neo-liberal education policy

Despite its ideological saturation, recent neo-liberal education policy has been deeply depoliticising in the sense of reducing properly political concerns to matters of technical efficiency. This depoliticisation is reflected in the hegemony of a managerial discourse and the decontestation of terms like ‘quality’ and ‘effectiveness’, as well as in the apparent consensus around the necessity of particular practices, such as the adoption of ‘standards’ and the implementation of high-stakes testing regimes. The reduction of the political to the technical is not only anti-political but also anti-democratic, with violence often unrecognised behind appeals to consensus, commonsense and ‘rationality’. This study draws on the work of political theorists like Mouffe and Rancière to critique the depoliticisation reflected in recent Australian federal government recent education policy, particularly its notion of an ‘education revolution’ that pre-empts politics through a utopian harmonisation of difference and a reduction of the political to the merely technical and instrumental. This article concludes with some potential starting points for crossing, or traversing, fantasies in education which, along with a recognition of the inescapability of social and political antagonisms, could serve as a basis for a renewed emphasis on the importance of the political in education policy.     

也谈“教育理论指导实践”——兼与彭泽平同志商榷

“教育理论指导实践”这一命题自身所蕴含的存在域境保证了这一命题的合理性。教育理论指导实践具有多结构性、多层次性和复杂性。教育哲学指导实践是指道实践,是一种运思。教育哲学通过超越实践,从而达到指导实践,实现实践和自身的超越。     

教师惩戒权三问

教师惩戒权在惩戒过度的极端下走向另一个极端:惩戒流失。在本文中,笔者针对教师惩戒权这一现象从教育法学的角度提出并思考了三个问题:教师惩戒权源自何方?教师惩戒权为何错用?教师惩戒权去向何方?     

论福柯的科学知识权力观

福柯是法国后现代思潮的重要代表人物之一。他的科学知识权力观对后现代科学产生了重要影响。他指出,权力是一种关系,是一种相互交错的网络,是无主体性的,非中心化的。他特别关注权力的技术、策略和机制等问题。他的科学知识权力观是后现代科学史和科学哲学理论研究的直接理论来源之一。     

论主体间性对"对象主体"内涵的现代修正

刘再复将人物命名为“对象主体” ,但他们仍然是作家的对立面 ,原因在于刘再复将主体性框架作为其理论基础。如今人物被视为与作者、读者共存的相对独立的主体 ,他们彼此进行平等的交流。     

主体性教育的出发点：非异化的教学交往——教学如何促进主体间性和个人主体性的有效发展

教育本体是指导学习,则教育主体（指导者）和学习主体（学习者）之间的关系是两主体之间的教学交往关系。在本体论意义下正常的教学交往促使有意识的主体（人）获得并发展主体间性、个人主体性。马克思的异化理论说明交往会发生异化,则教学交往随之发生异化：指导者主体把学习者当做客体对待,这一过程中的两主体逐渐丧失主体间性与个人主体性。因此,主体性教育的出发点是非异化的教学交往,激发教育主体的主体间性,从而促进教育中涉及到的两类主体（针对教育目的,主要是学习主体）的主体间性、个人主体性的发展。     

论受教育权

每个人都有受教育的权利,中国法律和国际法对此都作了明确的规定。一些西方法学家对有关法律的实施问题进行了研究．但国内外学术界对受教育权的合理性还缺乏深入的探讨。本文根据中国的情况,讨论法律对受教育权的规定,着重研究这一权利的伦理基础,目的是填补一些理论空白,并解决中国学术界十多年来一直争论的关于“教育产业化”的难题。     

教育行政执法权的强弱两极化运行及其调适

对教育行政执法的界定模糊,加剧了权力运行的强弱两极化格局:在狭义层面,执法主体单一、行为种类有限、执法范畴狭隘导致教育法律的实施效果相对有限;而在广义层面,管制任务宽泛、程序制约粗疏、裁量空间扩张又使得执法权行使的自主性有所彰显。欲消解这种强弱两极化的表象,既要坚持广义的教育行政执法概念,更要将多元执法主体和行为纳入行政法规体系,与行政法治的基本理念、原则、制度相衔接,还应当兼顾法律实施的一般性与教育法调整对象的特殊性,实现刚性执法与柔性执法、协同执法与相对集中执法权、硬法规范与软法规范的结合,充分发挥不同执法体制机制在教育治理中的制度价值。     

A Dangerous Benefit: Dialogue, Discourse, and Michel Foucault's Critique of Representation

Dialogue has been analyzed by educational theorists mainly from a perspective of representation. However, social theory on language has long questioned whether representation is the primary function of language. Thus, educational debates over the uses and abuses of dialogue entail a blind spot. What if dialogue works in ways that are not representational? What if dialogue is, rather, to be understood as both representation and discourse? In this article, the author argues that dialogue must be understood in both ways. As such, dialogue may be a representational benefit, but it is also a discursive danger.     

主体性原则及其在大学教育中的运用

主体是对人的一种全面理解,主体性是人自我发展的能力,是引发世界以及人自身变化的个性特点。人非生来就是主体,主体的形成、发展主要分为10个阶段。近半个世纪以来,“主体”的概念应用于教育学和心理学中,主体性原则是心理学、教育学的基础性思想,也是大学教学方式、方法、手段的科学根据。     

公共教育权力的变迁与教育政策的有效性

在不断变革的社会中 ,许多国家都在发生着公共教育权力的变迁。在我国社会转型的进程中 ,也发生着公共教育权力的变迁 ,并产生新的教育社会关系和教育问题 ,如政府选择与非政府选择的关系、公益与私益的关系、公平与效率的关系、解制与规制的关系等 ,从而对教育政策的有效性提出了挑战。教育政策要有效调整新的教育社会关系 ,有效解决新的教育问题 ,必须改革教育政策活动范式 ,做出新的制度安排。     

‘To Give an Example is a Complex Act’: Agamben’s pedagogy of the paradigm

Abstract

Agamben’s notion of the ‘paradigm’ has far-reaching implications for educational thinking, curriculum design and pedagogical conduct. In his approach, examples—or paradigms—deeply engage our powers of analogy, enabling us to discern previously unseen affinities among singular objects by stepping outside established systems of classification. In this way we come to envision novel groupings, new patterns of connection—that nonetheless do not simply reassemble those singular objects into yet another rigidly fixed set or class. Agamben sees this sort of ‘paradigmatic understanding’ as our richest source of intelligibility. For Agamben the paradigm is ultimately about learning to see again, starting not with already perfectly known and categorized objects (or ideas), but rather with a fresh experience of one individual object and the analogical relations it may have to others, and to novel groupings that may arise. The paradigm is a method, a way in which educators might respond to a wide range of educational challenges. For a paradigmatic relation suspends while exposing, deactivates while revealing, complicates while clarifying. But articulating the enigmatic paradigmatic relation between example and class is far more than a method. It is epistemological (a way of knowing and conception of knowledge), ethical (a fostering of freedom from presupposed categories and reified principles) and ontological (a type of being that exposes the potential of knowing and communicating—their intelligibility and communicability). In these qualities, paradigms exhibit to educators a free, a new use of singularities.     

马克思主义哲学教育的“瓶颈”与改革

马克思主义哲学是"智慧之学"和"为人之学",但其传统的的教育教学方法在一定程度上忽视了哲学批判前导的功能和对人的关注,教材建设也未能跟上时代步伐。本文着眼于马克思主义哲学的教育理念和教材体系,提出下面两项改革措施:一是大力彰显马克思主义哲学教育的人性光辉与批判前导的维度;二是在教材体系上,实现各部分内容的创造性重组,并采用史、论、著、比、实有机结合的方式,丰富和深化马克思主义哲学的教材体系。     

论素质教育的理论基础

素质教育的精神理念是吸收了以往优秀的教育思想精髓并具有实践意义的普遍的、内在的观点和信念的统一体。其哲学基础可追溯自马克思主义关于＂人的自由全面发展＂的理论,它的心理学基础是人的需求层次理论和认知结构理论,作为一种新的教育思想,它同时也是建立于中外优秀传统教育思想的基础之上的,是教育理念的本体性回归。     

重审教育理论性质:纪念保罗·赫斯特教授

上个世纪,英国学者彼得斯带动了分析的教育哲学传统,不仅影响教育哲学,也带动了教育理论的发展。其中,赫斯特扮演着重要的角色。他与奥康纳对教育理论之辩,尤为人所称道。奥康纳致力于将教育理论带往科学理论。前期,赫斯特认为教育理论是实践理论,迥异于科学理论,教育理论应该以其他学门知识的型式、领域为基础,而建构出有助于指导教育实践的原理;后期,赫斯特则更为重视隐而未现的实践意义,修正前期过于重视理性知识的立场。重审赫斯特、奥康纳之辩以及赫斯特前后期立场,将有助于我们理解教育哲学重点在于证成教育政策及开拓新的思考方式,量化研究成果在于拓展新知,质性研究则在于对实践智慧的探究。赫斯特后期念兹在兹于缄默之知等实践知识,哲学论证、量化研究、质性分析都应将之列入重要探索领域,必能有助于教育理论的精进。     

从主体性到公共性:教育理论的发展历程

教育理论的发展经历了主体性阶段、主体间性阶段与公共性阶段.这种发展不是理论逻辑自身的单纯演进,而是历史发展趋势的反映.对这一历程作历史性解读与判断,揭示其中的问题生成与转换、理论演变与发展的内在逻辑,有助于把握当代教育研究的生动的发展生态.